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MÁS RECURSOS EN: WWW.DALLASISD.ORG/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 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.

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

Bienvenida

Actividad, rutina o práctica que fomente el sentido de comunidad y establezca 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 escuchan atentamente, 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

Orientación para la enseñanza de habilidades explícitas de SEL

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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Saludo con la mano de buenos días

Repite después de tu maestro cuando salude a cada estudiante por su nombre diciendo, “Buenos días, ____!” Saluda con la mano.

Una actividad que te gusta hacer

Los estudiantes se turnaran para realizar una actividad que les gusta hacer (por ejemplo, fingir batear con un bate de béisbol) mientras los compañeros de clase adivinan la actividad.

Hoy, descubrimos cosas nuevas que tenemos en común entre nosotros. ¿Puedes nombrar una cosa que tengas en común con otro compañero de clase o con el maestro?

SEMANA 1, DÍA 1: Conciencia de sí mismo

Criterio(s) SEL: 1A - La persona está consciente de sus emociones, pensamientos y valores

BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Lesson 1.1 from Harmony

Lesson Objective: Who We Are —Students will share information about themselves with classmates and recall information they have learned about their peers 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.
3A. Individual demonstrates awareness and appreciation for others’ emotions, perspectives, backgrounds, cultures, genders, abilities, languages, and identities.
3C. Individual cooperates effectively to foster community building.

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: Good Morning Wave (Responsive Classroom resource)

If your space allows for a large enough circle to accommodate all students, designate student spaces six feet apart and model how students will come to the circle and sit in their designated spaces. If students will remain at their seats/desks, model for students how they will turn their bodies to face each speaker during the greeting.

Once everyone is ready, greet each student one at a time by saying, “Good morning, _______!” Classmates wave and echo the teacher’s greeting until all students have been greeted.

Group Activity: One Thing You Like To Do Activity (Responsive Classroom resource)

Let students know that they’re each going to pantomime an activity they enjoy doing. Give them a minute to think of an activity and a simple movement they can do to represent that activity (for example, pretending to swing a baseball bat). Going around the circle, each student does his or her movement. Classmates can raise their hand to guess the activity. Remind students to wait until the pantomime is finished before raising their hand to guess. The student demonstrating their activity can allow two guesses before sharing what was being pantomimed. Continue around the circle.

Tip: If you have a large group of students, consider taking volunteers or doing half of the group now and continuing with the other half of the group later in the day.

Optimistic Closing: Today, we discovered new things we have in common with each other. Can you name one thing that you have in common with another classmate or the teacher?

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Presentación con el nombre

Los alumnos se presentarán diciendo, “iHola, mi nombre es ____”. La clase responderá con, Buenos días, _______”.

El primer día de clases

(pg. 6-15)

Piensa en alguien nuevo con quien te gustaría hablar o jugar esta semana. Planea hablar y jugar con esa persona durante el almuerzo o el recreo.

SEMANA 1, DÍA 2: Conciencia de sí mismo

Criterio(s) SEL : 1A - La persona está consciente de sus emociones, pensamientos y valores

BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Lesson 1.1 from Harmony

Lesson Objective: Who We Are —Students will share information about themselves with classmates and recall information they have learned about their peers 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.
3A. Individual demonstrates awareness and appreciation for others’ emotions, perspectives, backgrounds, cultures, genders, abilities, languages, and identities.
3C. Individual cooperates effectively to foster community building.

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: First Name Self-Introduction (Responsive Classroom resource)

Remind and model how to gather for Morning Meeting. Then explain the greeting. Begin by introducing yourself: “Good morning. My name is _______.” Invite all students to respond by

saying, “Good morning, _______.”

Then invite one student to continue by introducing themselves to the class: “Good morning. My name is _______.” The class responds, “Good

morning, _______!” Each student takes a turn introducing themselves until all students have been greeted.

Group Activity: The First Day of School story (Harmony resource pages 2-29)

Teacher will read the first half of the story.

Pre-reading question: How did you feel about starting this school year?

Set the Stage for reading: There are a lot of times when you might be in new situations, such as being in a new class, joining a new team, or moving into a new neighborhood. You might have to try things that you never have before, or spend time with people that you might not know very well. It’s okay to have a lot of different ideas and feelings about doing or starting something new.

Preview the Story: In this story, a group of children are beginning their first day of school, and they each have different feelings about seeing each other again and starting a new grade.

Teacher will read pages 6-15.

Post-reading discussion question: Discuss what it is like to start something new.

Optimistic Closing: Looking Ahead

Think of someone new that you would like to talk to or play with this week. Plan to talk and play with them at lunch or recess.

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Buenos días con un saludo de mano

Saluda al alumno que esta a tu lado con “Buenos días, soy _____” y saluda con tu mano. El alumno responderá con un saludo y dirá “ Buenos días, soy ____”.

Repita hasta que todos los alumnos hayan sido saludados.

El primer día de clases

(pg. 16-29)

¿Qué es lo que más te hace ilusión sobre el día de hoy? Compártelo con tu amigo.

WEEK 1, DÍA 3: Conciencia de sí mismo

Criterios(s) SEL: 1A - La persona está consciente de sus emociones, pensamientos y valores

BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Lesson 1.1 from Harmony

Lesson Objective: Who We Are —Students will share information about themselves with classmates and recall information they have learned about their peers 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.
3A. Individual demonstrates awareness and appreciation for others’ emotions, perspectives, backgrounds, cultures, genders, abilities, languages, and identities.
3C. Individual cooperates effectively to foster community building.

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: Good Morning with a 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: The First Day of School story (Harmony resource pages 2-29)

Teacher will read the second half of the story.

Pre-reading question: Who can remind the class about what we learned from yesterday’s story?

Teacher will read pages 16-29.

Post-reading discussion question: Discuss what it is like to get to know new friends.

Optimistic Closing: Buddy Discussion

What are you most looking forward to today? Share it with your buddy.

See Harmony Buddy Up guidance here.

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Saludo “¡Pulgar arriba!”

La clase saludará a cada estudiante en conjunto diciendo "Buenos días, _______", y con un pulgar hacia arriba.

�Repita hasta que cada estudiante haya sido recibido.

Conozcámonos (Buddy Share)

Los estudiantes conversarán sobre sus cosas favoritas con su amigo.

En el almuerzo o recreo, habla con un amigo acerca de algo que aprendiste sobre un amigo hoy.

SEMANA 1, DÍA 4: Conciencia de sí mismo

Criterio(s) SEL: 1A - La persona está consciente de sus emociones, pensamientos y valores

BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Lesson 1.1 from Harmony

Lesson Objective: Who We Are —Students will share information about themselves with classmates and recall information they have learned about their peers 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.
3A. Individual demonstrates awareness and appreciation for others’ emotions, perspectives, backgrounds, cultures, genders, abilities, languages, and identities.
3C. Individual cooperates effectively to foster community building.

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: Thumbs Up! (Responsive Classroom resource)

Invite students to Morning Meeting and remind them that today will provide another opportunity for everyone to be greeted by name. Invite a student to be greeted first. The class says, “Good morning, _______.” The student responds by saying “Good morning!” and giving a thumbs up.

Repeat until all students have been greeted.

Group Activity: Get To Know Me (Buddy Share)

In pairs, students will discuss their favorite things. The teacher will select and announce the prompts and buddy groups will discuss. Suggested prompts:

My favorite animal
My favorite movie
My favorite belonging
My favorite place to be
My favorite after-school activity
My favorite book
My favorite food
My favorite color

Optimistic Closing: At lunch or recess, talk with a friend about something you learned about your buddy today..

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Elige un saludo

Cuando saludes al compañero que tienes al lado por su nombre, dile: "Buenos días" y elige un saludo (saludar con la mano o con un “pulgar arriba”

Reunión comunitaria

Discutamos juntos en clase la siguiente pregunta:

¿Por qué crees que es importante que conozcas a tus compañeros y que ellos te conozcan a ti?

¡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 - La persona está consciente de sus emociones, pensamientos y valores

BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Lesson Objective: Who We Are —Students will share information about themselves with classmates and recall information they have learned about their peers 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.
3A. Individual demonstrates awareness and appreciation for others’ emotions, perspectives, backgrounds, cultures, genders, abilities, languages, and identities.
3C. Individual cooperates effectively to foster community building.

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

Remind students that they have practiced two different greetings this week: wave and thumbs up. 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 two 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:

Why do you think it is helpful to get to know your classmates and for them to get to know you?

Additional questions for discussion (optional):

How did you feel when your classmates listened to you share about yourself?
What is something new you learned about a classmate today?

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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¡De nada!��¡Cantemos y bailemos mientras Maui muestra cortesía a Moana!

Reunión comunitaria:

¿Cómo se deben tratar los estudiantes los unos a los otros?

¿Cómo se… ?

¿….ve?
¿…escucha?
¿…siente?

¿Qué objetivo te entusiasma más?

Comparte con un 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.

BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Lesson Objective: Harmony Goals, created by the class, are similar to group agreements, expectations, or a class pledge. The goals reflect how everyone wants to interact and be treated by one another. Establish these goals during your first Meet Up, as you will be referring to them daily. These goals guide the class every moment of the day, whether it’s during Meet Up, Buddy Up, or any other time.

Harmony Goals, created by the class, are similar to group agreements, expectations, or a class pledge. The goals reflect how everyone wants to interact and be treated by one another. Establish these goals during your first Meet Up, as you will be referring to them daily. These goals guide the class every moment of the day, whether it’s during Meet Up, Buddy Up, or any other time.

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

Implementation Guidance:

Review the four steps that the class will follow to establish Harmony Goals for their community.

Day 1: Think about and discuss ideas for how students want to interact with each other.

Day 2: Synthesize the ideas into three to five goals focused on what students should do.

Day 3: Record, sign, display, and share the goals.

Day 4: Monitor, discuss, and revise goals as needed.

Whenever you see students meeting their Harmony Goals, recognize and reinforce their behavior. Encourage students to do this also. “I notice you have been helping Ricardo meet new friends. Thank you for supporting our Kindness goal!
As needed, provide guidance and support to help students interact in ways that meet the Harmony Goals. “I notice that you just called Sarah a name. That is not consistent with our Respect Others goal. How can you express your feelings in a respectful way?
Write goals using positive language. Treat others with respect, include others, help each other, listen with your heart and mind.

Group Activity: Share that the class will be creating goals for how they interact and get along with each other, as well as how they want to be treated by one another in the classroom community.

Talking Points: Think about and discuss ideas for how students want to interact with each other.

Today we will be talking about our Harmony Goals. These goals are 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 goals are not rules but how we treat one another in the classroom.
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.
Ask for examples of other groups that have come up with goals for their members (sports teams, families, teachers).
Discuss why it is important to create goals. Write their responses on the board (learn how to treat and help each other, keep people safe).
Discuss why it is important for everyone to work together as a group to establish goals (get different ideas and perspectives, represent the ideas of all group members, everyone feels included).
Encourage the class to think about how they liked (and did not like) interacting with others in previous classrooms.
Ask questions that prompt students to think about respect and inclusion.
Why is it important to develop a classroom community where everyone feels included?
Do you think it is okay for students to exclude another student from an activity?
Do we want to have a classroom community where everyone feels included, or do we want people to be allowed to exclude someone because he or she is different from the group?

Invite the class to share their ideas for how students should treat one another, while you record their ideas on a whiteboard. Students can also write down and share their ideas.

Optimistic Closure:

As we learn and grow, this agreement will change. Which agreement are you most excited about? Share with a partner.

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

Reunión comunitaria:

¿Cómo debemos agrupar nuestros objetivos de Harmony?

3,2,1 … ¡Acción!

Con un compañero, toma turnos para realizar uno de los objetivos.

SEMANA 2, DÍA 2: 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.

BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Implementation Guidance:

Review the four steps that the class will follow to establish Harmony Goals for their community.

Day 1: Think about and discuss ideas for how students want to interact with each other.

Day 2: Synthesize the ideas into three to five goals focused on what students should do.

Day 3: Record, sign, display, and share the goals.

Day 4: Monitor, discuss, and revise goals as needed.

Whenever you see students meeting their Harmony Goals, recognize and reinforce their behavior. Encourage students to do this also. “I notice you have been helping Ricardo meet new friends. Thank you for supporting our Kindness goal!
As needed, provide guidance and support to help students interact in ways that meet the Harmony Goals. “I notice that you just called Sarah a name. That is not consistent with our Respect Others goal. How can you express your feelings in a respectful way?
Write goals using positive language. Treat others with respect, include others, help each other, listen with your heart and mind.

Group Activity:

How should we group our Harmony Goals?

Talking Points: Synthesize the ideas into three to five goals focused on what students should do.

Yesterday, as a group, we came up with different ideas on how we should treat each other.
Today, we are going to group similar ideas together and narrow them down until we agree on three to five goals.
Discuss their ideas and how they might help with establishing a positive classroom community.

Optimistic Closure:

3,2,1...Action! With a partner, take turns acting out one of the goals.

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Levántate y alza la voz

Encontrar tu voz y hablar por lo que es correcto puede ser difícil.

¡Pero juntos, podemos hacerlo!

Reunión comunitaria:

¿Cómo podemos ayudarnos los unos a los otros a honrar nuestras metas en el almuerzo, el recreo y en los pasillos?

En el almuerzo o el recreo, habla con un amigo sobre una forma en que lo ayudarás a honrar nuestras metas de clase.

SEMANA 2, DÍA 3: 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.

BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Implementation Guidance:

Review the four steps that the class will follow to establish Harmony Goals for their community.

Day 1: Think about and discuss ideas for how students want to interact with each other.

Day 2: Synthesize the ideas into three to five goals focused on what students should do.

Day 3: Record, sign, display, and share the goals.

Write or type the goals on the Harmony Goals chart. Have students sign the chart to show that they all agree to the goals.
Hang the Harmony Goals chart in the room as a visual reminder to you and your students. Place the chart close to your regular Meet Up space so you can refer back to it easily.

Day 4: Monitor, discuss, and revise goals as needed.

Whenever you see students meeting their Harmony Goals, recognize and reinforce their behavior. Encourage students to do this also. “I notice you have been helping Ricardo meet new friends. Thank you for supporting our Kindness goal!
As needed, provide guidance and support to help students interact in ways that meet the Harmony Goals. “I notice that you just called Sarah a name. That is not consistent with our Respect Others goal. How can you express your feelings in a respectful way?
Write goals using positive language. Treat others with respect, include others, help each other, listen with your heart and mind.
Include the Harmony Goals in the class newsletter or webpage to share with families.
Let the class know that the goals can be updated with class agreement.

Group Activity:

How can we help each other follow our goals at lunch, recess, and in the hallways?

Talking Points: Record, sign, display, and share the goals.

When and where can we expect to use these goals?
Remind the class to follow their Harmony Goals everywhere in school.
How can we help each other follow our goals at lunch, recess, and in the hallways?
Will you follow the goals at home or in your neighborhood? Why or why not?
How can we be good role models for other classrooms and younger students at our school?
If someone from another class wants to exclude a student, is that consistent with our Harmony Goals?
What could you do if this happened?

Optimistic Closure:

At lunch or recess, talk with a friend about one way you will help them honor our class goals.

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Es importante calmarse cuando tenemos grandes emociones.

Sigue el ejemplo del perro Bulldog!

�

Reunión comunitaria:

Reflecciona. ¿Qué objetivo ha sido el más difícil para ti?

¿Qué podemos hacer nosotros, la clase, para ayudarte?

¿Cómo puede tu respiración ayudarte a alcanzar nuestras Metas de Harmony?

Comparte tu idea usando la pieza de conversación.

WEEK 2, DAY 5

SEL TOPIC: Treatment Agreement

SEMANA 2, DÍA 4: 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.

BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

IImplementation Guidance:

Review the four steps that the class will follow to establish Harmony Goals for their community.

Day 1: Think about and discuss ideas for how students want to interact with each other.

Day 2: Synthesize the ideas into three to five goals focused on what students should do.

Day 3: Record, sign, display, and share the goals.

Write or type the goals on the Harmony Goals chart. Have students sign the chart to show that they all agree to the goals.
Hang the Harmony Goals chart in the room as a visual reminder to you and your students. Place the chart close to your regular Meet Up space so you can refer back to it easily.

Day 4: Monitor, discuss, and revise goals as needed.

Whenever you see students meeting their Harmony Goals, recognize and reinforce their behavior. Encourage students to do this also. “I notice you have been helping Ricardo meet new friends. Thank you for supporting our Kindness goal!
As needed, provide guidance and support to help students interact in ways that meet the Harmony Goals. “I notice that you just called Sarah a name. That is not consistent with our Respect Others goal. How can you express your feelings in a respectful way?
Write goals using positive language. Treat others with respect, include others, help each other, listen with your heart and mind.
Include the Harmony Goals in the class newsletter or webpage to share with families.
Let the class know that the goals can be updated with class agreement.
Select a talking piece for your classroom for the Optimistic Closure.

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.

Warm Welcome: Life can be challenging. These challenges can lead to frustration. Let’s learn a mindfulness calming strategy to help. Follow Bulldog as he shows the class how to boost their superpowers of calm to find a little bit of peace and quiet in the middle of a noisy day by taking deep, relaxed breaths.

Group Activity:

Reflect. What goal has been the hardest for you? What can we (the class) do to help you?

Talking Points:

Go over the Harmony Goals.

Let’s think about, or reflect, on how you have been doing with our Harmony Goals.
We are all growing and sometimes we need to practice, over, and over. That’s part of learning!
Sometimes, we might not honor one of the goals.
Take moment to think about one goal that you may have had a difficult time with.
How/What can we do as a class to help you honor the goal?
Ask students to share.
Ask students to give a “thumbs up” if they can agree to help.

Optimistic Closure:

How can your breath help you reach our Harmony Goals? Share your idea using the talking piece.

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¡Celebremos!

¡Celebremos lo bien que lo hemos hecho con nuestros objetivos de Harmony!

Reunión comunitaria:

¿Con qué objetivo hemos hecho avanzado?
¿ En qué objetivo necesitamos crecer?

¿Cómo se sintió cuando tus compañeros de clase se celebraron los unos a los otros?

Comparte con un compañero.

SEMANA 2, DÍA 5: 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

BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

Implementation Guidance:

Review the four steps that the class will follow to establish Harmony Goals for their community.

Day 1: Think about and discuss ideas for how students want to interact with each other.

Day 2: Synthesize the ideas into three to five goals focused on what students should do.

Day 3: Record, sign, display, and share the goals.

Write or type the goals on the Harmony Goals chart. Have students sign the chart to show that they all agree to the goals.
Hang the Harmony Goals chart in the room as a visual reminder to you and your students. Place the chart close to your regular Meet Up space so you can refer back to it easily.

Day 4: Monitor, discuss, and revise goals as needed.

Whenever you see students meeting their Harmony Goals, recognize and reinforce their behavior. Encourage students to do this also. “I notice you have been helping Ricardo meet new friends. Thank you for supporting our Kindness goal!
As needed, provide guidance and support to help students interact in ways that meet the Harmony Goals. “I notice that you just called Sarah a name. That is not consistent with our Respect Others goal. How can you express your feelings in a respectful way?
Write goals using positive language. Treat others with respect, include others, help each other, listen with your heart and mind.
Include the Harmony Goals in the class newsletter or webpage to share with families.
Let the class know that the goals can be updated with class agreement.
When new students join your classroom community, have the class explain the Harmony Goals during Meet Up.
This process will provide an opportunity for the class to share examples of how they are following the Harmony Goals, and if any changes need to be made.

Group Activity:

Let’s celebrate each other!

Talking Points:

We are all growing and learning, and that’s okay!

What goal have we done well with? Why?
Which goal do we need to grown in? Why?

Optimistic Closure:

How did it feel when your classmates celebrated each other? Share with a partner.

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¡Soy especial!��Dile a la clase algo especial sobre ti.

Conoce a tu nuevo compañero.

¿Qué tipo de similitudes o diferencias crees que son más importantes en las amistades?

SEMANA 3, DÍA 1:

TEMA SEL : 4A – El alumno demuestra capacidad para comunicarse positivamente e interactuar eficazmente con personas de diversos orígenes.

BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

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

Lesson Objective: Relationship Skills (3A) Encourage an appreciation for diversity, promote an awareness of commonalities

Implementation Guidance:

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 below for assigning buddies.

Students will sit with their new buddy to listen to the story from Harmonysel.org.

Put students in pairs.

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. Ask students to think of something they think is special about themselves. If needed, engage students in a conversation about the butterfly. 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.

Group Activity: Students will have time today to get to know their new buddy. Project the prompt, “Create A Rainbow” from one of the Collaborations cards from Harmonysel.org. Provide students with primary colors and drawing paper. Set the timer for 10 minutes and tell students they can work together to solve the problem, “How can we make a rainbow that has 7 colors using only 4 crayons?”

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 are some things that you found you had in common?

Question #2: What was one thing that is different about you and your buddy?

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

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¿Qué tenemos en común en la clase?

Escucha la historia,

“The Other Path to School”

¿Por qué crees que es importante tener algo en común con otra persona?

SEMANA 3, DÍA 2: Conciencia social

TEMA SEL : 4A – El alumno demuestra capacidad para comunicarse positivamente e interactuar eficazmente con personas de diversos orígenes

BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

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

Lesson Objective: Relationship Skills (3A) Students will Identify things they have in common with peers and name the benefits of diversity.

Implementation Guidance: Students explore commonalities.

Gather students in a circle, practice social distancing if possible. Review what it means to have something in common (the same or similar), providing a few examples.

Jack and Annie both have on red shirts — wearing red shirts is something they have in common.

Next, ask a question.

Who has a pet at home?

Have students step into the middle of the circle if it is true of them.

Point out that those in the circle have something in common.

Have students rejoin the circle, then repeat with additional questions.

Warm Welcome: Look at your classmates. Students share one thing they notice they have in common when it’s their turn to share.

(Teacher reviews what it means to have something in common and provides an example (Jack and Annie both have on red shirts, etc.)

Group Activity:

Students will sit with their new buddy to listen to the teacher read the story from Harmonysel.org.

Prepare to project and read the Harmony story, The Other Path to School, p. 34 online version

[Using your Harmonysel.org account, access the First / Second Grade, Unit 1.2 Lesson, titled “Discovering Commonalities”. Project the story on page 34 titled, “The Other Path to School”]

Introduce the story by saying, “What does it mean to have something in common with someone else? Sometimes when you don’t know someone very well, it might be hard to imagine what you might have in common. Spending time together talking can help you get to know one another and discover ways you are alike. In this story, two kids are not enthusiastic about spending time with others they do not know. As you listen to the story, pay attention to what the characters figure out they have in common.

Optimistic Closing:

After listening to the story, ask students to think about the following question: “What can you and your friend do to find things you have in common?”

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Mi amigo y yo

¿Qué es una cosa que tienes en común con tu amigo?

¿Qué es una forma en que tú y tu amigo son diferentes?

Conociendo a alguien nuevo

~ Diario ~

Hacer amigos nuevos

¿Por qué crees que es útil conocer a tus compañeros y que ellos te conozcan?

SEMANA 3, DÍA 3: Conciencia social

TEMA SEL : 4A – El alumno demuestra capacidad para comunicarse positivamente e interactuar eficazmente con personas de diversos orígenes

BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

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

Lesson Objective: Relationship Skills (3A) Lessons in this unit are designed to help students learn diversity and inclusion skills, such as:

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:

Teacher Directions: Provide students with a Meet Up Journal or a Journal Entry Page.(Locate “Confetti Printable Journal Page” in Power School.)

Warm Welcome: Buddy pairs share one thing they have in common and one way they have found to be different from one another.

Group Activity: Getting to Know Someone New Journaling, Introduce the activity with by stating that sometimes it’s hard to know what to say to someone who you don’t know. Today we will think about other 1st Grade students that we might want to talk to or play with this week. Make a short list about who those new friends might be, then think about ways you might start a conversation with them. What might you say? What is something you can do together to get to know that person at school? Spend a few minutes putting your ideas in your journal, and decide to put your plan into action one day this week.

Optimistic Closing:

Start with the quote “Make new friends but keep the old.One is silver, the other is GOLD.” Explain that silver and gold are both very valuable minerals and are rare - just like our friends, whether they are old or new friends. Ask students to think about why it’s helpful to get to know your classmates and for them to get to know you? Say that you will call on a few students to share their ideas.

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¿Qué me enorgullece?

Escucha la historia, “The Telescope”

¿Qué es algo que sabes hacer que puedes mostrar o enseñar a otros?

Hoy, trata de aprender cómo hacer algo de otra persona.

SEMANA 3, DÍA 4: Conciencia social

TEMA SEL : 4A – El alumno demuestra capacidad para comunicarse positivamente e interactuar eficazmente con personas de diversos orígenes

BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

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

Lesson Objective: Relationship Skills (3A) Lessons in this unit are designed to help students learn diversity and inclusion skills, such as:

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.

Using your Harmonysel.org account, access the First / Second Grade, Unit 1.3 Lesson, titled “Learning from Diversity”. Prepare to project the online story on page 62 titled, “Celebrating Diversity.”

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: (6:00 - reading the story with no planned stops)

Project the story on page 62 titled, “The Telescope.” Introduce the story by saying, “People can be the same or different in many ways - how they look, feel, or what they like to do. Being a little bit different than one another - or having diversity - is what makes everyone unique and interesting! You can learn a lot from people who are different than you. In this story, one child doesn’t understand why his classmate likes something that he thinks is boring and strange, so he doesn’t really talk to her. When he finally takes the time to get to know her, he learns some interesting things about her. As you listen to the story, pay attention to how the characters react to one another’s differences.”

Optimistic Closing:

After reading, gather students together for an optimistic Closing. Ask them to reflect on the story they just heard. Maddie was interested in space and really knew alot about it. She helped Max figure out how to get to the next level of his video game by her knowledge of the asteroid belt. Think about something that YOU know how to do really well. Tell students you will call on 3 students to share their special skill or knowledge and encourage them to be ready to share. Call on children using random name-sticks. After a few children share their special talents, encourage them to try to learn how to do something new today that someone else shows them how to do.

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¿Qué es lo que aprendiste de un compañero de clase esta semana?

Diagrama Venn de amigos

(Haz clic aquí para ver el folleto)

"La diversidad es hermosa"

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

SEMANA 3, DÍA 5: Conciencia social

TEMA SEL : 4A – El alumno demuestra capacidad para comunicarse positivamente e interactuar eficazmente con personas de diversos orígenes

Compañero 1	Común	Compañero 2

BIENVENIDOS

ACTIVIDAD DE GRUPO

CIERRE OPTIMISTA

ACTIVIDAD DE BIENVENIDOS

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

Lesson Objective: Relationship Skills (3A) Lessons in this unit are designed to help students learn diversity and inclusion skills, such as:

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.

Buddy Venn Diagram

Commonalities Cards

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 from 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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Pasa una sonrisa alrededor del círculo

Conoce a tu nuevo amigo

¿Cómo pueden los miembros de tu familia ser útiles entre sí?

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.

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

Building My Community, Social Awareness, Harmonysel.org, Unit 1, Lesson 1.4

Lesson Objective:

Students will be able to identify their family members as a community.

Implementation Guidance:

Foster a feeling of being valued and accepted as a member of the family.

Warm Welcome: Pass a smile around the circle.

Classroom: Explain that we will pass a smile around the circle

by smiling, then passing the smile to each other by name.

Explain that you will begin by smiling at

[Student 1]. When [Student 1] receives your smile, he or she

will turn to [student 2] and pass the smile and say “I’m passing my smile to [student 2]. [Student 2] then

Repeats the pattern. They pass the smile to [student 3] and say “I’m passing my smile to [student 3]” and so forth until the smile is

passed back to the teacher.

Virtual: Explain that we will pass a smile around the circle

by smiling, then passing the smile to each other by name.

Instructions: Teacher smiles, then says, “I’m passing my smile

to [student 1].” [Student 1] smiles then says, “I’m passing my

smile to [student 2],” etc. Use a checklist or number system

to keep track of students who have ‘received’ a smile and

ensure that all students participate.

Group Activity: Partner students with their new buddy following the Buddy Up Guidelines provided in Slide 1 Presenter Notes.

Allow 6- 8 minutes: With their buddy, students will create and exchange a 3x5 card with one another. On the card students will write their name and any other information about themselves they would like to share, including hobbies, family members, pets, special interests, etc.).

After students make their cards, they will tell each other about what they drew. Then, ask students to tell about one way they help their family.

Optimistic Closing How can members of your family be helpful to each other?

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¿A qué grupo perteneces?

Escuchen la historia.�How do the children help their community?

¿Qué nombre le podemos dar a nuestra comunidad del salón del clases?

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

Building My Community, Social Awareness, Harmonysel.org, Unit 1, Lesson 1.4

Harmony online Story titled, “The Thunderstorm”

Lesson Objective:

Students will be able to reflect on what it means to be a community and identify the classroom as a community.

Promote a sense of connection and community within the classroom.
Foster a feeling of being valued and accepted as a member of the group.

Implementation Guidance:

Using your Harmonysel.org account, access the First / Second Grade, Unit 1.4 Lesson, titled “The Thunderstorm Story” on page 90, if possible project the story on the big screen. An audio version of the story is also available online, play the audio for students to listen.

Warm Welcome: Play a Welcoming game by asking students to raise their hand if they belong to the group you name. Call out the following groups:

Dallas Cowboys - hee hee no one should raise their hand
Citizen of Dallas
Student of {name of school}
Your family
Player on a baseball team
Gymnast on a gymnastics team
Student in 2B

Summarize with a few statements about how important it is to be connected to other people through groups and organizations. Your family is a group and this classroom is a type of a group, called a community. Transition to listening to a story. Students can sit with their Weekly Buddy as they listen.

Group Activity:

Discussion: Explain to students the importance of every member of the classroom community.

Explain that a community is a group of people who have something in common or do things together. When you belong, you are a part of a group with people. Everyone in the class belongs to the classroom community. As you listen to this story, listen for what the children do to show they are part of the community.

After reading, discuss ways that our class is a community (i.e. ways students can help one another, care for one another, respect one another, and ways that we should all work together) in the classroom.

Optimistic Closing: Let’s think about everything we talked about today and the ways the characters helped one another in The Thunderstorm. Over the next 24 hours, I’d like for you to think about a name for our classroom community. It can be an animal or object in nature that represents the way we want to work together.

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¿Quiénes son los miembros de nuestra comunidad del salón de clases?

Habla con tu amigo sobre lo que significa ser parte de la comunidad del salón de clases. ¿Cómo debemos tratarnos los unos a los otros?

¿Cómo trabajamos como comunidad para agregar imágenes al proyecto de clase de papel de estraza?

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

Building My Community, Social Awareness, Harmonysel.org, Unit 1, Lesson 1.4

Lesson Objective:

Students will be able to work cooperatively to create a representation of their classroom community.

Implementation Guidance:

Encourage social responsibility toward the classroom community and its members.

In advance of the lesson, provide butcher paper with a title, “Our Classroom Community”. Provide materials required to draw on the butcher paper or glue pictures on to it.

Warm Welcome: Who are the members of our classroom community?

Group Activity: Demonstrate that the classroom is a community.

Ask students to raise their hand if they belong to the (class name) community.

Have students look at their classmates and remind them that everyone who belongs is an important part of the community. Students work with the buddy to discuss discuss what makes their classroom a community.

Then work cooperatively to create a representation of their community on butcher paper. Students may draw a picture of themselves to add to the butcher paper or if pictures of each student are available add those pictures.

Invite students to share what they like about being a part of their class community, and write these ideas on the butcher paper..

TIP: If you have not already done so, consider a name to establish for your classroom community. Yesterday’s Optimistic Closing encouraged students to be thinking of a name for the class. Ask what ideas students had and write them all down. Discuss ideas that have multiple mentions. Allow students to vote on their top choice. Some examples are the Leap Frogs and the 2B Room Kids.

Optimistic Closing How did we work as a community to add to the butcher paper class project?

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Canta la canción

“Better Together.”

Escribe sobre lo que puedes hacer esta semana para ayudar a la comunidad del salón de clases.

Revisar juntos los Objetivos de Harmony

�¿Necesitamos agregar o cambiar algún nuevo objetivo después de escuchar la canción?

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

GROUP ACTIVITY

OPTIMISTIC CLOSURE

Building My Community, Social Awareness, Harmonysel.org, Unit 1, Lesson 1.4

Lesson Objective: Promote a sense of connection and community within the classroom.

Implementation Guidance: Foster a feeling of being valued and accepted as a member of the group.

[Using your Harmonysel.org account, access the First Grade / Second Grade, Unit 1.4 Lesson, go to the Supplemental Activities and access the song titled “Better Together”.]

Warm Welcome: Play the song “Better Together” a few times. Sing the song “Better Together.” Tell students to listen to the words and try to learn the words to the song. As they listen to the song as children to listen for ways they can be helpful to each other.

Group Activity: Have students write/draw what they can do this week to help the classroom community. Students share their pictures with the class. Consider making a book out of all the pictures and place it in the reading center.

Optimistic Closing: Review the Harmony Goals together? Ask students: Do we need to add or change any new goal after listening to the song?

Consider the following question: How did singing the song with the whole class help you feel as part of the community? Ensure all students have signed the Harmony Goals.

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Comparte una cosa que aprendiste esta semana que te ayudará a ser un buen miembro de la comunidad del salón de clases.

Trabaja con tu amigo para crear un anuncio para la comunidad del salón de clases.

¿De todo lo que has aprendido que es lo que más te ha gustado hasta el momento?

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

GROUP ACTIVITY

OPTIMISTIC CLOSURE

Building My Community, Social Awareness, Harmonysel.org, Unit 1, Lesson 1.4

Lesson Objective:

Students will be able to share what it means to be part of the classroom community.

Implementation Guidance: Students write/draw what they can do any day of the week to help the classroom community.

Warm Welcome: Share one thing you learned this week that will help you be a good member of the classroom community.

Group Activity: Students work with buddies or in small groups to create advertisements for their classroom community. Students should use language and illustrations to convey what is great about being in their class.

Some ideas may be:

In our class we help each other to put things in their place.
In our class we work together to complete a class project.
“2B is special because we know how to work together.”

Optimistic Closing: What is your favorite thing you have learned in school so far? This may extend to other parts of the day. Ideally, they would mention something about the classroom community, however, any statement by the student is okay. This honors student voice, their thoughts and that their thoughts matter.

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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 estar consciente de sus emociones, pensamientos y valores.

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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”.

¿Qué estrategias puedes practicar para tomar decisiones más conscientes?

SEMANA 5, DÍA 2: Conciencia de sí mismo

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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 Tamed Dragon’s Fire”.

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

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¿Cómo es una elección consciente?�(Pista: Dragón y Líder Amable)

Haz un modelo del cerebro con tu mano .

¿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

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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. [Video by Dr. Siegel about Hand model of the brain for teacher’s own knowledge or show to students].After watching the video - Show them the hand model as you teach the parts of the brain. Allow them to work with their buddy to practice teaching each other about their brain.

Optimistic Closing: What part of the brain was “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

Criterio SEL: 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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Comparte 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

GROUP ACTIVITY

OPTIMISTIC CLOSURE

Watch video

Lesson Objective: Students will watch a video to gain information about healthy food choices that could support a healthy brain.

Implementation Guidance: After watching the video, engage students in a discussion about what they saw.

Warm Welcome: What are 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.

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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Piensa-empareja-comparte:

Habla con tu compañero de un ejercicio que te gusta hacer.

Ve el vídeo, “Physical Activity is Miracle Gro for Your Brain”. Busca ideas que te ayuden a estar activo

Video

¿Qué ejercicio vas a hacer este fin de semana?

SEMANA 5, DÍA 5: Conciencia de sí mismo

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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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: Autocontrol

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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

Mood Meter and Emotions

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 “Primary 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? Ask students how they are feeling. Think about their answer. Check in with students with low emotions throughout the day as needed.

Advance to the next slide to access a full screen mood meter. From a series of Mood Meters, select the Mood Meter to display on the screen.

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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¿Cómo te sientes hoy?

energía

alta

energía

baja

amabilidad baja amabilidad alta

angry

livid

frightened

shocked

joyful

elated

pleasant

proud

embarrassed

upset

tired

disappointed

satisfied

secure

fulfilled

humble

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Como te sientes hoy?

furioso

enojado

asustado

estupefacto

alegre

entusiasmado

jubiloso

orgulloso

avergonzado

molesto

cansado

decepcionado

satisfecho

seguro

realizado

humilde

?

energia

alta

energia

baja

baja amabilidad alta amabilidad

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¿Cómo te sientes hoy?

Brackett, M. (2007). Mood Meter. ycei.org/ruler, New Haven, CT

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¿Cómo te sientes hoy?

Brackett, M. (2007). Mood Meter. ycei.org/ruler, New Haven, CT

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¿Qué es algo que puedes hacer para sentirte mejor

cuando estás triste?

Toma un momento �meta -

Ve el vídeo,

“Mixed Emotions”

Estrategia 2:

Respirar

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

SEMANA 6, DÍA 2: Autocontrol

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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

Take a Meta-Moment

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 Mindjar 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.

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 amigo, toma turnos para contarse el uno al otro sobre lo que sienten cuando eres tu mejor yo.

Imagina tu mejor yo

Estrategia 3:�Movimiento�¿Qué actividad al aire libre puedes hacer para que te sientas mejor con tu mejor yo? (video)

SEMANA 6, DÍA 3: Autocontrol

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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 sobre un momento que hayan sentido una gran emoción.

¿Qué estrategia te gusta más para tranquilizarte?

Estrategia 4:

Quédate en silencio y habla después

SEMANA 6, DÍA 4: Autocontrol

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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. Respira 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: Autocontrol

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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 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:

Choice #1: Students make a Mindjar today. 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 ser consciente?

Practiquemos a escuchar con atención.

Ilustra 3 sonidos que percibas.

Elabora un póster.

¿Cómo puede ayudar escuchar con atención a la concentración?

Comparte con la clase utilizando la pieza de conversación.

SEMANA 7, DÍA 1: Autocontrol

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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 class poster (chart paper). Index cards or sticky notes will be used to create a collage.
During the optimistic closure, students will use a talking piece.

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:

How can mindful listening help with focusing?

Share 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 les quieres enseñar a tus amigos y familiares?

SEMANA 7, DÍA 2: Autocontrol

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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.

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?

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

¿Qué estrategias puedes utilizar para controlar a tu bestia?

Comparte tu respuesta con un compañero.

SEMANA 7, DÍA 3: Autocontrol

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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Practiquemos cómo centrar nuestra atención en el momento presente.

https://bit.ly/3oQO9pe

¡Demos un paseo consciente!

¿Qué son dos cosas que sentiste mientras practicabas el paseo consciente?

SEMANA 7, DÍA 4: Autocontrol

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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?

Share with a partner if you feel comfortable.

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¿Cuál es tu reporte meteorológico interno?

Aprendamos 3 nuevos ejercicios de respiración consciente.

Toma turnos con tu compañero y practica enseñando la estrategia.

¿Qué ejercicio de respiración consciente es tu favorito?

¿Cuál ejercicio le quieres enseñar a tus amigos o familiares?

A B C

D E F

G H I

SEMANA 7, DÍA 5: Autocontrol

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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Saludo de 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: Autocontrol

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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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Medidor del estado de animo

¿Cómo te sientes hoy?

Giraffes Can’t Dance

(Leer en voz alta)

Think-Pair-Share

Piensa- Emparejar- Compartir

¿Por qué crees que Gerald fue capaz de bailar al final de la historia? Comparte tus pensamientos con tu amigo.

SEMANA 8, DÍA 2: Autocontrol

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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: Giraffes Can’t Dance (Read Aloud)

Pre-reading question: Can giraffes dance?

Preview the Story: Meet Gerald the Giraffe. He’s tall and would like to be able to dance but he cannot. In the story, other animals make fun of Gerald as he tries to dance, but then he meets a new friend that helps him discover a new song to dance to. This story provides the perfect example of discovering what you are good at and doing that well.

Post-reading discussion question(s): What was Gerald good at? Should the other animals make fun of Gerald for not being able to dance?

Optimistic Closing: Think-Pair-Share

Why do you think Gerald was able to dance at the end of the story? Share your thoughts with your buddy.

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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 ha ayudado?

Retribuye a los demás

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

SEMANA 8, DÍA 4: Autocontrol

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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 5: Autocontrol

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

.

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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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Saludo Hola

A medida que los estudiantes griten o canten lo siguiente, se darán un apretón de manos

(o un “pinky shake” o “un “high five”, etc.) alrededor del círculo:

Hola, hola, hola, y ¿cómo estás? Estoy bien, estoy bien, y espero que tú también lo estés

"Tu cerebro es como un músculo. Cuando aprendes, tu cerebro crece. La sensación de que algo es difícil es la sensación de que tu cerebro esta creciendo"

¿Qué es algo en lo que has tenido que trabajar muy duro en este año escolar?

El maestro elogia a cada estudiante por:

Esfuerzo
Estrategias
Progreso
Trabajo duro
Persistencia
Estar a la altura de cualquier desafio
Aprender de sus errores

SEMANA 9, DÍA 1: Autocontrol

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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"Ya sea que pienses que puedes, o que no puedes, tienes razón“

Voltea y habla con un amigo sobre lo que significa esta frase.

Saludo dando un cumplido

Cada niño saluda a otro niño y le da un cumplido.�(Asegúrese de modelar cómo dar un cumplido y establecer las expectativas que reflejan lo que hacen los niños, no lo que visten o cómo se ven)

¿Qué te gusta de ti mismo?

Date un cumplido

SEMANA 9, DÍA 2: Autocontrol

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

.

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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Saludo Eléctrico

Todos se toman de las manos formando un círculo. El primer jugador le da un apretón de mano a su vecino. El vecino pasa el apretón a su otro vecino. El apretón continúa�alrededor del círculo hasta que todos han sido saludados.

El objetivo es hacer que el apretón vaya rápidamente alrededor del círculo.

Juega "Tres estrellas y un deseo“

(“Three Stars & a Wish”)

Haga que los estudiantes piensen en 3 "estrellas" o cosas que él o ella hace bien
Haga que a los alumnos se les ocurra un "deseo". El deseo es un objetivo; algo en lo que necesiten trabajar

El poder del “Todavía”

(The Power of Yet)

Los estudiantes identifican algo que (todavía) no saben cómo hacer agregando la palabra "todavía" a su declaración.

Ejemplos:

"No puedo subir al árbol... todavía"

"No sé cómo resolver fracciones... todavía"

SEMANA 9, DÍA 3: Autocontrol

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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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.

Haz una lista de deseos “bucket list”

Elige una cosa de tu lista de deseos para que te la imagines

Pasa 2 minutos imaginándote a ti mismo haciendo esa cosa

Anota o comparte el deseo que hiciste para hoy

SEMANA 9, DÍA 4: Autocontrol

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE

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

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¿Cómo te sientes ahora mismo?

¡Recuerda que puedes ir a tu maestro o a un adulto de confianza si necesitas ayuda!

Desafío de gratitud

Piensa en una debilidad u oportunidad de crecimiento. Luego escribe una declaración de gratitud al respecto.

Ejemplo: Tímido

Estoy agradecido por ser tímido porque me ayuda a observar situaciones antes de participar directamente.

Aprende a decir "gracias" en un idioma que no sea el inglés.

Ejemplo: Todo el mundo dice gracias en japonés: "¡arigato!"

SEMANA 9, DÍA 5: Autocontrol

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

WARM WELCOME

GROUP ACTIVITY

OPTIMISTIC CLOSURE