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We will: learn all about the “mood meter” and practice identifying and managing our emotions.

I will: learn the “mood meter” process for identifying my own feelings.

In your Wylie Ways journal, reflect on the mood meter and identify your emotions.

Lesson 1: Identifying Emotions

I will: learn the “mood meter” process for identifying my own feelings.

We will: learn all about the “mood meter” and practice identifying and managing our emotions.

Direct Instruction:

Let’s take 3 deep breaths and settle into our chairs. All of us experience a wide range of emotions in our lives. But do you know what emotions are? We can use this formula for understanding emotions:

Feelings (what’s happening in your body) + Thoughts (what you’re thinking) = Your emotions.

Did you know that there is an important link between emotions and action? Sometimes, strong emotions can make it difficult for us to be in charge of the way we behave.

Let’s take a look at this mood meter. When we look at it, we see that on the left side of the meter, we have unpleasant emotions and on the right, we have pleasant emotions. On the top of the meter, we have lots of energy, and on the bottom of the mood meter, we have lower energy.

At all times, all of our emotions fall somewhere on this chart.

Guided Practice:

Say: Imagine you were leaving this class and as you were walking out of the door, you tripped on your untied shoelace and fell in front of everyone. Talk to your shoulder partner and think about these questions:

Let’s label the feelings you’d have in your body. (Allow responses)

Let’s label what you might be thinking. (Allow responses)

Okay, so, what are our emotions? (Allow responses)

So, where do you think you would fall on the chart?

You would probably be in the red: High energy (heart racing, sick to stomach) and very low pleasantness.

What would you label that emotion? Embarrassment, humiliation? Or maybe you would just think it was funny, so you’d be in the yellow (high energy, high emotion).

Independent Practice:

Say: In your Wylie Ways journal, reflect on the mood meter and identify your emotions.

Materials:

Mood Meter

3 of 27

I will: work with my classmates and teacher to create a treatment agreement for our class.

We will: create a treatment agreement together.

You can follow along in your Wylie Ways Journal.

Lesson 2: Accurate Self-Perception

I will: work with my classmates and teacher to create a treatment agreement for our class.

We will: create a treatment agreement together.

Direct Instruction: (Open and display treatment agreement. Either create a poster on butcher paper or be prepared to type onto the doc (be sure to make a digital copy first). A treatment agreement just explains the ways we will treat each other and our classroom environment. There are parts of this agreement from you to each other, from you to me, and from me to you. There is a part for how we will treat our physical space and then a relationship goal for our class - how we want our class to feel and look.

Guided Practice: (Either print out one for each person in your class or just allow students to share their thoughts and you write on the classroom copy alone) Let’s start with our relationship goal. What do we want our classroom to look and feel like? (Allow students to make suggestions and then put them together in a statement that includes those thoughts. An example: “We want our class to be a safe place for everyone to learn and be creative problem-solvers.”). Great. Okay, so if that’s our goal, each of the outside squares are the ways we’ll treat each other so we can meet this goal.

Let’s talk about how students will treat each other (the top-left square). We will use positive statements not negative ones, so instead of saying “don’t be mean,” we’d say something like “be kind.” Think about ways you want to treat each other in this class. Let’s share those out (teacher records students’ thoughts on the document). Great.

Now, let’s look at the top-right square. This one's for me to fill out. This is all the ways I want to be treated by you all. I will also use only positive statements. (IMPORTANT for teachers: in this square, it can be tempting to refer back to rules, but it’s not about student compliance to a rule or standard - this is a relationship square only. Rather than writing “I want to be respected/I want students to show me respect,” think about what that would look like - something like “be honest with me, be patient with me, help me out when I need help, etc.) Teacher fills out this portion, thinking aloud during the process.

Now, let’s do the bottom-left square. This one is how you all want me to treat you. What are the positive ways you’d want me to treat you in the class? (Teacher records students’ thoughts). Awesome.

Now, let’s do the bottom-right square. What are ways you as students need to treat our environment - our classroom and our school? (Teacher records students’ thoughts).

We will put this classroom agreement on our wall. It will be our reminder of how we plan to treat one another and a reminder of our class goal.

Materials: treatment agreement

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We will: choose words that describe us!

I will: recognize that I have strengths!

Add your strengths in your journal.

🤚

Kind

A friend

Patient

A good listener

Someone who shares

A good classmate

Brave

A hard worker

Encouraging

Happy

Helpful

Hopeful

Fun

😀

😆

👂

🛠️

🧑‍🚒

🥰

👨🏻‍🤝‍👨🏾

🤲🏾

🧑🏾‍🚀

🙋🏽

🧘🏽‍♀️

Lesson 3: Recognizing Strengths

I will: Recognize that I have strengths!

We will: Draw ourselves doing things we love to do!

Direct Instruction: Come to our meeting spot and take three deep breaths. Last week, we talked about our class community.

Guided Practice: Today, we’re going to draw ourselves doing something we love! What do you love to do? Do you love to play outside, or read with a friend, or ride a bike? Do you love to play video games or with a special toy at home? Whatever it is you love to do, you do it with your own special style. When you’re done drawing, I’ll put our drawings all around the room. They will remind us that we are all different and we all matter to this class!

Independent Practice: Students spend most of their SEL time today drawing.

Optional extension: Do you have any writers in your class? Could they write their names on their papers? Could they write a describing word about themselves in the blank? So, could the student write “I am brave” (or any other descriptor) instead of their name?

Materials: “I am” paper (or a blank sheet of paper)

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We will: learn what “assertive” means and practice using our assertive voices.

I will: define “assertive” and think about ways I can use an assertive voice when I need to.

In your Wylie Ways journal, reflect on a situation where you might need to use your assertive voice.

Lesson 4: Self-Confidence

I will: define “assertive” and think about ways I can use an assertive voice when I need to.

We will: learn what “assertive” means and practice using our assertive voices.

Direct Instruction: Come to the carpet or meeting spot. Have students take three deep breaths. Say: Have you ever heard the word “assertive?” Assertive means that you are kindly but courageously honest. Have you ever had a time you wanted to tell someone something but you were afraid they’d be upset? Like, maybe your friend wants to play a game you don’t want to play, but you’re afraid to speak up because they might get angry with you? Or, have you ever responded to someone unkindly just because you disagreed? When we are courageously honest but also kind, that’s called being assertive.

Guided Practice: Let’s take a look at this assertiveness poster. We’ll read each part of being assertive, and I’ll ask you to give a thumbs up if you feel like you can do this with your friends and a thumbs down if you don’t feel like you could be assertive in a courageous and kind way:

Say no: Could you say “no” to a friend who wants you to play a game you don’t like to play. (Thumbs down or thumbs up?)
Make mistakes: You can tell your friend when you have accidentally broken a crayon from her box and apologize. (Thumbs down or thumbs up?)
Change my mind: You thought you wanted to go to a friend’s house after school, but that morning, you feel overwhelmed about it and want to go home instead - Do you feel like you can tell your friend the truth and change your mind? (Thumbs up or thumbs down?)
Make my choices: It’s picture day and you have to figure out what to wear. Can you choose on your own? (Thumbs up or thumbs down?)
Ask for help: You are confused about a math problem and need some help. Can you ask a friend to explain it to you? (Thumbs up or thumbs down?)
Be different: All your friends decide to wear green on Fridays, but you don’t like green. Could you wear another color without feeling left out? (Thumbs up or thumbs down?)
Express my opinions respectfully: Your friends ask you about your favorite sport. You know they all like soccer but you love baseball. Could you express your opinions in a respectful way? (Thumbs up or thumbs down?)
Dislike something: Your friends all like to talk about a YouTube channel that you don’t like at all. They ask you if you watch it and if you think it is funny. Could you respectfully tell them how you feel about the show? (Thumbs up or thumbs down?)
Your friends are all talking about a problem they’re having: two friends are fighting and they want to know your opinion about their argument. Could you think about it instead of choosing sides? (Thumbs up or thumbs down?)

Independent Practice: Each of these parts of being assertive may be easy or challenging to you. In your Wylie Ways SEL journal, reflect on a situation where you might need to use your assertive voice.

Materials: assertiveness poster

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We will: Define self-efficacy and discuss things for which we are responsible.

I will: Understand self-efficacy and make a list of all the things for which I’m responsible.

Self-efficacy: showing responsibility for things that are yours to do.

Our class list of responsibilities...

In your Wylie Ways journal, we will choose one responsibility we will improve on in our class.

Lesson 5: Self-Efficacy

We will: Define self-efficacy and discuss things for which we are responsible.

I will: Understand self-efficacy and make a list of all the things for which I’m responsible.

Direct Instruction:

Say: Let’s take three deep breaths and settle in our chairs. Today, we’re talking about responsibilities we have as 5th graders. Self-efficacy means being responsible for things that are yours to do. When you take care of your responsibilities, you’re showing self-efficacy.

Guided Practice: As a class, let’s make a list of all the things we’re responsible for each day. We can start with the moment you wake up. What are some things you are responsible for doing? (Allow students to list things like: get up, get dressed, brush their teeth, get on the bus on time, get to classes on time, remember their backpacks, etc., as well as any chores they have.)

Okay, so these are things most of us do each day. It’s a huge list! Now, is there anything on this list you do really well - like, you never forget to brush your teeth or waking yourself up in the morning for school? Share your response to your shoulder partner. Now, what is one thing you need help remembering or, let’s face it: you just forget, like bringing your homework to school or feeding the dog? Share your response with your shoulder partner.

Self-efficacy and responsibility take practice and sometimes we all struggle to show self-efficacy.

Independent Practice:

In your Wylie Ways journal, we will choose one responsibility we will improve on in our class.

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We will: watch a video about personal space and practice staying in our personal space bubbles.

I will: understand and practice respecting personal space.

In your Wylie Ways journal, write this sentence: “ I keep my hands to myself.”

Lesson 6: Respect for Others

Direct Instruction: Come to our meeting spot and take three deep breaths. Today, we’re talking about something that helps our class be great together! While we all like sharing and being a class community, we also know that the key to a great class community is respecting each other’s boundaries!

Guided Practice: Who knows what a boundary is? What can you tell me about fences? Do you have one in your yard, or have you seen our fence in our playground? Our fences are our boundaries. And boundaries help us understand where our playground ends. Without the fence, we might start playing closer and closer to other people’s yards or even the street (depending on the school). And boundaries with people are sometimes invisible but just as important. For example, we all have personal space bubbles. They are invisible, but they are important. Our personal space bubbles give us enough room to feel safe and secure while we are together. We keep our hands and our feet to ourselves and out of each other’s personal space bubbles! Let’s view this video that shows how one student learns to respect their friend’s personal space. After watching the video ...Teacher Says: “As a class, we will each practice our own personal space bubbles. Put your hands out and make a circle in front of you. Repeat after me, ‘this is my bubble, this is space...please don’t get in my face.’ When we stay out of others’ personal space bubbles, we are showing them we respect them and their need for space. If someone gets too close, remind them to respect your bubble.”

Independent Practice: Now, students will stand up on the carpet holding out their personal space “bubbles.” Students may need to spread out and hold out your personal space bubble. Students will walk around the room using their personal space bubbles. When the teacher says “freeze,” the students will freeze and celebrate staying in their bubbles. If students struggle to stay out of one another’s bubbles, please remind them to say “please respect my bubble” to one another. (With current social distancing practices, they may want to practice in line on the way to lunch, for dismissal, etc. Feel free to adapt this practice to make sense for social distancing protocols on your campus). In your journal, write this sentence: “I keep my hands to myself.”

Materials: hula hoop (optional); video

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We Will: look at the school website to identify our school

helpers.

I will: identify the helpers at my school.

In your Wylie Ways journal, write the names of your teachers.

Lesson 7: Awareness of External Supports

SELS:

1.C.E1.) Identify peer, home, and school resources they can access to help solve problems.

1.C.E2.) Recognize qualities of positive role models.

Direct Instruction: Come to our meeting spot and take three deep breaths. One thing that makes our school great is how we all help each other! Did you know that all the adults who work here are your helpers? Everyone here wants to be a caring, trusted adult that helps you! Let’s take a look at all the people who help you in our school!

Guided Practice: (Teacher: go to your school website [you can access it by going to www.wylieisd.net, click on schools, and go to your school. Then, on the left-hand side, click “Menu,” and then “Our School.” There, you’ll find links to the “helpers” at your school. Say: There are so many helpers at our school! From our principal and assistant principal, to our counselor and nurse, and even other teachers in other grades, we’re all here because we love you. We are your helpers! Let’s see if we can name our helpers by looking at their pictures! How can these helpers help you?

Independent Practice: Let’s go back to our seats. In your Wylie Ways journal, type the names of your teachers.

Materials: Wylie ISD website; paper

9 of 27

We will: Discover our mind-body connection.

I will: Discover how my emotions are connected to the way my body responds to both calm and chaotic moments.

In your Wylie Ways journal, answer the following question: “When is it most difficult for you to calm down?”

Lesson 8: Self-Control

We will: Discover our mind-body connection.

I will: Discover how my emotions are connected to the way my body responds to both calm and chaotic moments.

Direct Instruction:

Say: Let’s take three deep breaths and settle in our chairs. One of the trickiest things about being in 5th grade is going from class to class. When you come into the room, we teachers expect you to be settled and start class. But sometimes, either because of something that happened during the passing period, because of something that happened morning, or even for reasons we can’t see or know, our bodies just aren’t calm.

Guided Practice:

Say “Today, we’re going to practice this calming strategy. At first, it may seem silly, but knowing how to calm down, in any situation, can be really helpful.” Show this video. Now, let’s practice it again.

Independent Practice: Complete the journal entry in your Wylie Ways journal. Answer the following question: “When is it most difficult for you to calm down?”

10 of 27

We will: practice using a calming strategy.

I will: learn about and practice a calming strategy.

Now, in your Wylie Ways Journal, circle the picture that best describes how you feel right now.

Lesson 9: Self-Care/Stress-Management

We will: practice using a calming strategy.

I will: learn about and practice a calming strategy.

Direct Instruction:

Say: Let’s take 3 deep breaths and settle into our chairs. We all feel a myriad of emotions. Throughout the day we can go from feeling happy to sad and back to happy, all in one class. It’s important that we know how to identify our emotions and regulate them especially when we feel stressed.

Guided Practice:

Say: Let’s look at the mood meter and identify how we’re feeling right now (on slide). There are so many pictures on this slide. How are you feeling? Which pictures looks like how you feel?

Independent Practice:

Say: Now, in your Wylie Ways Journal, circle the picture that best describes how you feel right now.

Materials: mood meter

11 of 27

We will: look at an optical illusion and determine how we can see from others’ perspectives.

I will: Think about how I feel when my perspective is listened to.

In your Wylie Ways Journal, complete this sentence: When people really listen to me, I feel_________ because___________.

Lesson 10: Empathy

We will: look at an optical illusion and determine how we can see from others’ perspectives.

I will: Think about how I feel when my perspective is listened to.

Direct Instruction:

Say: Let’s take three deep breaths and settle into our chairs. Today, we’re going to talk about perspectives and points of view. Take a look at this picture. What do you see? How many of you see a young woman with a feathered hat? How many of you see an older woman in a head-covering? Perspective is the way we see things. I had no way of guessing how many of you saw the young woman and how many of you saw the older woman. Some of you may have seen something I didn’t even name. The way we understand one another’s perspectives and feelings is by attuned listening. That’s when we tune all our senses in to really listen to someone else.

Guided Practice:

Say: So, what does attuned listening look like? Take a few minutes to think about it: How can you tell a person is really listening to you? Allow for responses and add them to the board. Then say: Okay, so let’s count how many of these responses are verbal and how many are non-verbal. You can tell a person is really listening to you because they are quiet, listening, nodding along, looking at you/at the subject of the conversation, quiet body (maybe not distracted by doing something else), and maybe repeating back to you what you said to confirm that’s what you mean by saying “So what you’re saying is…” Let’s practice this. I’m going to ask you to work with your shoulder partner. Each of you will take 30 seconds to share what your favorite movie/show is and why. The other person will practice attuned listening. When you listen, you’ll turn yourself to face your partner, look at your partner, show non-verbal signs that you are listening, like nodding, and at the end of their explanation, you’ll say “So, what you’re saying is your favorite movie is _________ because ___________.”

Independent Practice: In your Wylie Ways Journal, complete this sentence: When people really listen to me, I feel_________ because___________.

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We will: Think about everything we learn from nonverbal communication.

I will: Consider how nonverbal communication shapes my interactions with others.

Select one of the emotions listed and write three ways these emotions are communicated (smiling, rolling eyes, yelling, etc) in your Wylie Ways Journal.

Lesson 11: Communication

We will: Think about everything we learn from nonverbal communication.

I will: Consider how nonverbal communication shapes my interactions with others.

Direct Instruction: Say: Let’s take three breaths and settle in our chairs. Emotions can be communicated in a variety of ways. Your body language, tone of voice, and facial expressions can often communicate your emotions more clearly than your words. For example, rolling your eyes communicates that you are annoyed or angry with a particular situation or person. And while emotions can seem very simple (angry, disgusted, afraid, etc.), oftentimes, our emotions are very complex, as we’ve seen in our mood meter.

Guided Practice:

Say: We are going to practice identifying different emotions based only on the sound of someone’s voice. Play the video and pause it after each section so students can guess the emotion that was being displayed. Encourage them to use the mood meter and more complex emotional words than those pictured (anger = rage, frustration, fury, etc.)

Independent Practice:

Select one of the emotions we discussed from the video and write three ways that emotion is communicated (smiling, rolling eyes, yelling, etc) in your Wylie Ways Journal.

Materials:

https://live.myvrspot.com/iframe?v=fY2YwNDRjMDE1ZjlhMmE2NjYzZTQ3MDRiNGUyOTFiOTY

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We will: identify the roles we perform each day to make our school a safer place to be.

I will: identify all the things I do each day to make my school a better, safer place.

In your journal, circle or highlight all the roles you play at your school.

Roles we play at school:

Student

Clean up after self

Friendly neighbor

Library book returner

Paper organizer

Technology expert

“Driver” in the hallway traffic

Friend

Lesson 12: Social-Engagement

We will: identify the roles we perform each day to make our school a safer place to be.

I will: identify all the things I do each day to make my school a better, safer place.

Direct Instruction:

Say: Let’s take three deep breaths and settle in our chairs. Regardless of our position, everyone wears multiple hats to ensure things continue to move smoothly. Let’s think about how many “hats” you wear at this school.

Guided Practice:

Say: On the board, let’s make a list of all the different roles you take on as a collaborative contributor to this school. Think for a moment: If all I did was teach ________, would this class be as awesome as it is? No. I am the classroom cleaner, board artist, lesson artist, designer, manager, grader, lecturer, group coordinator (and add any other roles you play at the school, like traffic director, line Czar - whatever you do each day). If I choose to just lecture and do none of the other stuff, will this class be awesome? Probably not, right? Well, you also have a lot of responsibilities as a student at this school. Let’s think of a few together:

Student

Clean up after self

Friendly neighbor

Library book returner

Paper organizer

Technology expert

“Driver” in the hallway traffic

Friend

Let them add as many as make sense! -

Say: See! You have so many jobs. And when you do them, our school is better. When you are 6th graders, your responsibilities will stay mostly the same, but you’ll be the mentors and leaders for the upcoming 4th graders who will be 5th graders at our school.

Independent Practice: In your journal, circle or highlight all the roles you play at your school.

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We will: complete the Teamwork T-Chart.

I will: think about what a great team looks like, sounds like, and feels like.

In your journal, complete the teamwork T-Chart!

Lesson 13: Teamwork

We will: complete the Teamwork T-Chart.

I will: think about what a great team looks like, sounds like, and feels like.

Direct Instruction: Come to the carpet or meeting spot. Have students take three deep breaths. Say: working in a team is a really important skill for all people to have.

Guided Practice: But have you ever considered what a great team is? How can we tell a team is great? Let’s all take a look at this t-chart and think about how a really great team works together.

Think about it:

What does a great team look like? (Allow for responses - Students may say things like: people taking turns, people smiling at each other, people quietly listening to each other, teammates listening to their coach, teammates sharing, teammates giving each other high fives).

Now, let’s think about what a great team sounds like. (Allow for responses - Students may say things like it sounds like one person talking at a time, it sounds like teammates cheering one another on, it sounds like kind words and phrases, etc.).

Lastly, let’s talk about what it feels like to be on a great team. (Allow for responses - Students may say things like: it feels like you’re with your friends, it feels like love, it feels happy, it feels like you’re working hard but achieving goals, etc.).

When we work as a team in this class, this is what our class could sound like. Let’s try to be a great team!

Materials: Teamwork T-Chart

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We will: Discuss goals and identify the steps it takes to make a goal.

I will: Help my class make a class goal.

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We will: Discuss goals and identify the steps it takes to make a goal.

I will: Make a goal.

Lesson 15: Self-Discipline/Grit

We will: Discuss goals and identify the steps it takes to make a goal.

I will: Make a goal and determine the steps it takes to reach my goal.

Direct Instruction:

Say: Let’s take three deep breaths and settle into our chairs. Last week, we developed one goal to work on as a class.We then talked about about the steps we need to take to achieve that goal. Today, we’re going to make some action steps to help us reach our goal.

Guided Practice:

Say: Let’s open your Wylie Ways journal to your SMART goal. Let’s review the goal we wrote. Today, we’re going to use that goal to make a plan, because a goal without a plan or action is just a wish. Let’s brainstorm together: what are some steps we can take as a class to reach our class goal?

Independent Practice: Work together on the class SMART goals action steps. Just take it step-by-step.

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We will: learn what it means to be a whole body listener.

I will: practice whole body listening.

Lesson 16

Lesson 16: Perspective Taking

We will: learn what it means to be a whole body listener.

I will: practice whole body listening.

Direct Instruction: Come to our meeting spot and take three deep breaths. Did you know we talk to each other with our whole bodies? And we listen with our whole bodies, too! Today, we’re going to practice listening with our whole bodies to try to guess some feelings messages our classmates are feeling! Whole body listening is tricky, because sometimes, when we’re listening, we can get really wiggly and forget we’re listening at all! But today, I’m going to show you what whole body listening looks like!

Guided Practice: Teacher says “Those are some really thoughtful answers.” Now, let’s sing this song about being a whole body listener!

Independent Practice: Teacher says “Let’s practice! We’ll sit in our circle on the carpet and each tell what our favorite animal is. While your classmates are explaining what their favorite animals are, you will practice whole body listening. Your heads will be up, your eyes will be on the classmate whose turn it is to talk. (Show optional posters here). Remember, your eyes are looking at the person talking, your ears are listening, your mouth is quiet, your hands are folded, and your legs are crossed (or still). This is not easy and it takes practice, but we can do it!” Then, the class will engage in the activity. Extension: have students try to remember each other’s favorite animals.

Materials: Be a Whole Body Listener

Optional Free Posters from https://playtolearnpreschool.us/behavior-tips/

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We will: identify the root of a problem.

I will: think about how problems are usually complicated.

Sam is in trouble for saying unkind words to others.

2. Sara says unkind words to others.

3. She gets nervous when she has free time to talk to friends.

4. Sara watches a lot of YouTube, and on YouTube, people often say unkind words to each other in the videos she watches.

5. Sara is trying to learn how to be a kind friend, but she is having trouble, because she doesn’t always see kindness in her classes.

In your journal, answer this question: What are some of the problems Sara is facing?

Lesson 17: Identifying Problems

We will: identify the root of a problem.

I will: think about how problems are usually complicated.

Direct Instruction:

Say: Let’s take three deep breaths and settle in our chairs. We are all problem-solvers. As problem-solvers, our first step is to recognize the problem exists. This week, we’ll talk about identifying a problem. Next week, we’ll work as a team to problem-solve. How do you identify a problem?

Guided Practice:

Say: Have you ever heard of someone say “That’s just the tip of the iceberg?” What do you think that means? (Let them use the slide picture as a reference). So, most of the time, the real problem is what we can’t see: Those thoughts, feelings, and emotions that aren’t easy to see. I’m going to give you a surface level problem and see if you can help me get to the bottom of the problem:

Say: Let’s read Sara’s problems together. What are some of Sara’s problems? What is her main problem? (Sara’s main problem is that she isn’t seeing/seeking out great friendships to model. She needs to make a plan to seek out kind friendships and find a way to practice friendship skills with her teachers, her family, and her new friends).

Independent Practice:

Say: It can be a challenge to really identify problems, but when we do, we can approach the solution to those problems very differently. Take a moment to respond to your Wylie Ways journal prompt. Is there a “tip of the iceberg” problem you’re facing right now? If so, what could be some of the problems “below the surface” that others can’t see?

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We will: problem-solve for a hypothetical student in order to practice problem-solving.

I will: work with my team to practice complex problem-solving.

2. Sara says unkind words to others.

3. She gets nervous when she has free time to talk to friends.

4. Sara watches a lot of YouTube, and on YouTube, people often say unkind words to each other in the videos she watches.

5. Sara is trying to learn how to be a kind friend, but she is having trouble, because she doesn’t always see kindness in her classes.

Saying unkind words.

Lesson 18: Problem Solving

We will: problem-solve for a hypothetical student in order to practice problem-solving.

I will: work with my team to practice complex problem-solving.

Direct Instruction:

Say: (see next slide) Let’s take three deep breaths and settle into our chairs. Last week, we talked about identifying a problem - looking past the surface and really digging deep to find the real problem. This week, we’re going to talk about how to solve problems. Let’s revisit Sara’s problem from last week. As we do, let’s number her problems:

Say: I have a question for you - Is Sara’s problem a one-person problem or a group problem (like a family problem)? -Allow for responses - Say: While Sara’s problem at the tip of the iceberg looks like just a single-person problem, when we look under the surface, we see that it’s really a classmate problem, right? If Sara doesn’t see any kind friendships around her, how can she learn to be a great friend? - Allow for responses - Say: So, group problems require group problem-solving.

Guided Practice: Say: Let’s go through each problem on the iceberg together. On each problem, let’s brainstorm some ways Sara can get help with her problem.

Independent Practice: How can you say kind words to others?

20 of 27

We will: Think about how identities are complex.

I will: Determine cultural identifiers that make me uniquely myself.

Lesson 19: Appreciating all Peoples and Cultures

We will: Think about how identities are complex.

I will: Determine cultural identifiers that make me uniquely myself.

Direct Instruction:

Say: Let’s take three deep breaths and settle into our chairs. One of the best parts of being in this class is that none of us is the same. Sure, we all have similarities, but ultimately, our unique qualities and cultural differences make our class stronger and so much more interesting!

Guided Practice: Today, we’ll celebrate our cultural identities. I’m your teacher, of course, but I’m also so many different things. (Teacher fills out this form) You can keep it at just the six, or you can fill out as many as you can! Teacher: Follow the link and make a copy to edit.

Independent Practice: Say: Now, let’s practice with you. Choose a few identity markers to place in your bubbles - put as many as you would like. (Allow time for students to do this).

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I will: think about ways to be an upstander to stand up to bullying.

We will: create a classroom acrostic poem about being an UPSTANDER.

Lesson 20: Anti-bullying, Fairness, and Just Actions

I will: think about ways to be an upstander to stand up to bullying.

We will: create a classroom acrostic poem about being an UPSTANDER.

Direct Instruction: Come to the carpet or meeting spot. Have students take three deep breaths. Say: Last week, we talked about ways people can be different and that our differences make us great. Sometimes, when people are different from each other, they can misunderstand one another and even think that things about each other are strange. Some people might even be scared of others because of their differences or think of others as bad, all just because they’re different. But we’re all different, and we know our differences are what make us unique.

Have you ever heard or seen someone being mean to another person because of that person’s differences? It could be because of their disabilities, the sound of their voices, or even because of the color of their skin or where their family is from. Sometimes, it’s because of the foods a person might eat or traditions their family has.

All of these parts of a person’s self help make up who he or she is. And who we are in this class is pretty awesome. How do you think meanness and leaving people out just because they have a difference makes us all feel? It’s certainly not making us a better class, a better school, or a better community.

Guided Practice: That’s why in this class we don’t treat each other with meanness because of our differences. And if we see someone using disrespectful words or displaying disrespectful behaviors against someone else, we act as UPSTANDERS. Bystanders just stand by and watch people being mean. They might even laugh and join in. But UPSTANDERS speak up and help the person who is being bullied.

Today, we’re going to work as a team to create a poem about being UPSTANDERS.

(The teacher should pull up the “upstander” printable or write “upstander” along the left-hand side of a poster or the board in a vertical fashion to create the template for an acrostic poem.

Here are some examples of words your class can use:

U- Understands that we’re all different; uplifts others; unifies; unkind words are questioned and reported; us;

P- Protects others; provides support; pals; pays attention to how people talk to each other; plays with everyone; picks people up when they’re down

S - Speaks up if someone is mistreated; shares with everyone; shows kindness to all; says if someone does something mean

T- Truth-teller; tells a trusted adult if someone is discriminating against someone else; tries to bring people together �A- Asks questions when someone has differences to understand them; appreciates differences; adds people to the group

N- Never discriminates against others; Notices when people are being unkind and speaks up; nice to everyone

D- Defends others when they’re treated poorly; doesn’t just stand by if people are being discriminated against

E- Everyone belongs; eats lunch with someone who needs a friend; ears listening and ready

R- Respects everyone; really treats everyone with kindness; relays information to teachers if they see someone being treated unfairly

(Teacher can keep this acrostic up in the room and refer back to it)

Materials: Upstander Acrostic Poem

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We will: Examine conflict and our own feelings around conflict.

I will: Evaluate a conflict I’ve had and how I dealt with it.

What are some of the causes and effects of conflict?

In your Wylie Ways journal, write one conflict you’ve had and how you dealt with it.

Causes: Effects:

Misunderstanding ----------------------- Frustration

Not communicating --------------------- Confusion

Being tired--------------------------------- Getting cranky, giving up

Being hungry ----------------------------- Getting cranky, struggling

to work well

Being confused in class --------------- Giving up, getting angry

Feeling left out -------------------------- Playing alone, feeling sad

Not asking for help --------------------- Feeling angry, down, and

wanting to give up in class

Lesson 21: Conflict Resolution, Part 1

We will: Examine conflict and our own feelings around conflict.

I will: Evaluate a conflict I’ve had and how I dealt with it.

Direct Instruction:

Say: Let’s take three deep breaths and settle in our chairs. Today, we’re talking about conflict. When you hear the word “conflict” what thoughts and feelings come up for you? (Allow for responses) Many of us feel like conflict is a “bad thing,” but conflict is actually a natural part of life. Turn to your shoulder partner and brainstorm some answers to this question: What are some of the causes and effects of conflict?

Guided Practice:

Say: Turn to your shoulder partner and brainstorm some answers to this question: What are some of the causes and effects of conflict? Allow “think” time and time for responses. Say: Sometimes conflict has negative causes and effects, but sometimes, conflict can have some positive causes and positive effects. As teachers, we plan our lessons as a team, and sometimes, we can have conflict about the best ways to teach lessons. But that conflict isn’t brought on by anger and the effects aren’t negative. In fact, we will talk through the best way to teach lessons and the conflict makes our lessons even better because we all bring different opinions and come to a more informed conclusion. It makes our lesson plans better, which helps all our classes. But what would happen if I brought my ideas for a lesson and another teacher said “Your ideas are dumb. We’re not doing that. “ - Allow for responses. And what would happen if I brought my lesson idea and the other teachers (who also have great ideas), just didn’t bring those ideas up because they didn’t want to have a conflict or hurt my feelings. - Allow for responses.

Say: You may not think about it as conflict, but when two people or groups have a difference of opinion and voice those opinions in order to learn and grow, that is a type of conflict. And eventually, especially if we have to make a decision and we don’t agree, we have to come up with a compromise - a win-win where each person or group gets something they need for the situation to be healthy and safe for everyone. Next week, we’ll talk about a process for resolving conflict.

Independent Practice:

Say: In your Wylie Ways journal, write one conflict you’ve had and how you dealt with it.

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We Will: Talk about the importance of apologizing and practice it.

I will: Think about ways to be empathetic and apologizing when I hurt someone’s feelings.

In your Wylie Ways journal, practice apologizing to someone.

Lesson 22: Conflict Resolution, Part 2

I will: Think about ways to be empathetic and apologizing when I hurt someone’s feelings.

We Will: Talk about the importance of apologizing and practice it.

Direct Instruction: Come to the carpet or meeting spot. Have students take three deep breaths. Say: Let's face it — it's not always easy to get along with sisters and brothers, parents, and friends. Kids aren't perfect and they sometimes do things that get them into trouble. Saying "I'm sorry" can help.

When you apologize to someone — and really mean it — it's because you have stopped to think about how the person may have felt because of what you did or said. When you stop to think about the other person's feelings, you begin to feel sorry for your behavior. You might even feel embarrassed or ashamed if you did something that you knew was wrong.

Even if what happened was an accident or you did something you didn't mean to do, you would probably still feel sorry if you knew the other person's feelings were hurt. After apologizing, you might feel a little better (the other person probably will, too).

Guided Practice: Let’s take a look at the three steps to an apology. Apologizing might seem tricky, but most of the time, when we say we’re sorry, think about how the other person is feeling, and then find a way to make it right, we are showing that other person that we care for them. We’re showing empathy. Let’s practice apologizing. What if I borrowed your favorite pencil and I accidentally broke it. How could I apologize?

I could say: “I’m sorry I broke your favorite pencil. I understand if you’re feeling angry about it. I can give you my favorite pencil as a replacement.”

Or, what if I was running on the playground and I accidentally ran into you?

I could say: “I’m sorry I ran into you. I understand if you are sad that it hurt you. I will go get a teacher to help you!”

Independent Practice: In your journal, practice the three-step apology.

Materials: 3-Step Apology Poster

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We will: Explore the concept of integrity by reading Ruthie and the (Not So) Teeny Tiny Lie.

I will: Evaluate whether or not the main character is showing integrity throughout the book talk.

In your Wylie Ways journal, answer the question: What could you do today to practice integrity?

Lesson 23: Evaluating

II.C.E1.) Identify reasons why integrity is a valued character trait.

II.C.E2.) Identify situations that demonstrate honesty and integrity.

We will: Explore the concept of integrity by reading Ruthie and the (Not So) Teeny Tiny Lie.

I will: Evaluate whether or not the main character is showing integrity throughout the book talk.

Direct Instruction: Come to our meeting spot and take three deep breaths. Today, we’re talking about integrity, which is doing the right thing, even if no one is watching!

Direct Instruction: Teacher says “Come to the carpet or meeting space. Take three deep breaths. Today, we’ll talk about the word INTEGRITY. Integrity is when we do what is right and best even if no one is around to tell us we did a great job. Even if no one even knows the good thing we did.”

Guided Practice: Today, we’ll read this book together and answer the questions about integrity that show up throughout the book.

Independent Practice: Turn to a partner and talk about something you could do today to practice integrity.

Materials: Book/Video

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We will: Practice gratitude by writing notes of gratitude for adults in our school.

I will: Write a note of gratitude to one adult in my school.

Genuine Compliment Formula:

(Person to whom you are writing), I think you (something they do well) and it makes me feel (how it affects you).

Example:

Mrs. Smith, I think you are a really funny teacher with interesting lessons, and it makes me feel really happy you are my math teacher.

Lesson 24: Expressing Gratitude

We will: Practice gratitude by writing notes of gratitude for adults in our school.

I will: Write a note of gratitude to one adult in my school.

Direct Instruction:

Say: Let’s take three deep breaths and settle into our chairs. Last week, we wrote genuine compliments to our classmates. This week, we’ll practice the very same skill, but with our teachers and other adults in our school.

Guided Practice: Say: Let’s practice. Please take out a piece of paper and something to write with. We’re going to use the stem on the slide to write a specific, meaningful, and genuine.

(Person to whom you are writing), I think you (something they do well) and it makes me feel (how it affects you).

Examples:

Mrs. Smith, I think you are a really funny teacher with interesting lessons, and it makes me feel really happy you are my math teacher.

Independent Practice:

Say: Okay now it’s your turn. Instead of writing in our journals today, we’ll write our own compliments to adults in our school.

Materials: Paper, something to write with

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We will: Think about ways to say “no” when we need to keep ourselves or others safe.

I will: Watch the video and practice saying “no” when I need to keep myself or others safe.

No journal today!

Lesson 25: Reflecting

We will: Think about ways to keep our school safe for everyone as leaders in our school.

I will: Write about ways I’m already a leader in my school and community.

We will: Think about ways to say “no” when we need to!

I will: Watch the video and practice saying “no” when I need to keep myself or others safe.

Direct Instruction: Teacher says “Come to the carpet or meeting spot. Take three deep breaths. We all work together in our school to help keep one another safe. Did you know that we all have a responsibility to keep one another safe, not just to keep our bodies safe, but to keep our emotions safe, too? One way we can help keep ourselves and each other safe is to say ‘no’ if we need to in order to stay safe, even if it means saying “no” to an adult.”

Guided Practice: Teacher says, “Today, we will watch a video about a boy who does not like the hugs he gets from his uncle. Afterwards we will talk about saying no, going away, and telling an adult when we are feeling uncomfortable.”

Independent Practice: Teacher says “You are responsible for your own body. And you are allowed to decide for yourself how you want to be touched. If you don’t like how someone is touching you, you have a right to say no. Then, you have a right to go and tell a trusted adult. Thumbs up if you feel like that is something you could do.”

Materials: video

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We will: Talk about how to make good decisions The Wylie Way.

I will: Consider how The Wylie Way impacts my behavior and the expectations my school staff has for my behavior.

FIll in the blank as you follow along through the lesson. Drag and drop the correct words in the blanks.

We can make decisions “The Wylie Way’ by…

Taking a ____________before we act if we are upset.
Talk to a _____________ if we feel sad.
Use _____________ words.
Keep our _____________ to ourselves.
Ask for _____________ when we need it.

deep breath

teacher

kind

hands

help

Lesson 26: Ethical Responsibility

Direct Instruction:

Say: Let’s take three deep breaths and settle into our chairs. Today, we’re talking about making decisions. When we talk about doing things “The Wylie Way,” it means that we look at what is important in our community when we make decisions - whether they’re small or big.”

Guided Practice:

Say: Turn to your shoulder partner and talk about this question: What does it mean to you to make decisions “The Wylie Way?” Now, let’s share. -Allow for responses. Let’s make a list of all the ways we make responsible decisions “the Wylie Way.” (Create a list on the board/screen/smartboard as a class).

Independent Practice: Say: Let’s reflect in your Wylie Ways journal by answering this question: As a leader at this school, how can you make responsible decisions each day?