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Sample Lesson
Grades 3-5
Click below to view each part of the session instructional sequence!
Facilitator Guide
1-2 page guide sets up the educator for successful facilitation.
Access the Facilitator Guide for this sample session to follow along.
Facilitator Guide (download)
START
Each lesson follows a facilitator guide and begins with routine entry tasks to check on students' well-being, review their assigned task from the previous session, and remind them of the group expectations.
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Facilitator Guide
1-2 page guide sets up the educator for successful facilitation.
Access the Facilitator Guide for this sample session to follow along.
Follow along in the facilitator guide
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Entry/Exit Routines
You can see the entry tasks on the following slides!
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Hang this Welcome poster in the learning space for entry and exit routines.
Don't forget your
Entry Tasks!
Calm Session 3:
Grades 3-5
Power to Change
What We Think
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Let's Get Started
Temperature Check: How do you feel?
Remember Group Agreements
Mission Check: How did it go?
.Group Agreements.
Need to use a Power?
.Temperature Check.
.Mission Check.
School
Family
Agreements are made in Session 1!
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Powerline
Let's Connect
On the next slide, there will be a prompt.
Move to the area of the room that reflects your opinion.
Imagine the number line is across the room from 1 to 10. 1 means "I loathe it!" and 10 means "I love it!"
1
10
CONNECT
Engaging activities to promote relationship-building between the students and the educator.
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Powerline
Let's Connect
On the next slide, there will be a prompt.
Move to the area of the room that reflects your opinion.
Imagine the number line is across the room from 1 to 10. 1 means "I loathe it!" and 10 means "I love it!"
1
10
The Connection activity is different each session!
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Loathe It
Love It
1
2
3
4
5
6
7
8
9
Organizing School Supplies
10
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Loathe It
Love It
1
2
3
4
5
6
7
8
9
Broccoli
10
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Ready to Learn
Put your hands on your belly.
Breathe in and push your belly out!
Breathe out slowly.
LEARN
Direct, explicit instruction begins with a regulation strategy and orienting students to the objectives, then teaching and practicing skills through learning activities and personal connections.
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Ready to Learn
Put your hands on your belly.
Breathe in and push your belly out!
Breathe out slowly.
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Let's Learn Together
Our thoughts have power
We have the Power to change what we think
Practice our Thought Power
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Scientists found that plants grew better and lived longer when spoken to kindly, but wilted and struggled when treated with unkind words.
Follow along in the Facilitator Guide
VS
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Positive Self-Talk
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Turn and talk:
What is 1 thing that stood out to you in the video?
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Unhelpful Thoughts vs Helpful Thoughts
Unhelpful Thoughts bring you down like "I always mess up," or "I'll never be good at this."
Helpful Thoughts build you up, like "I can do this," or "I am trying my best."
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Thought Power
Our brain is a muscle! We can make it stronger when we think helpful thoughts.
Our thoughts come from our brain.
This is our Thought Power!
This girl on this screen is Nia. There are 6 characters that appear across all 3-5 curricula!
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Catch It
Check It
Change It
Notice unhelpful thoughts.
"Is this really true?", or "Can I think of it another way?"
Try a more helpful thought instead!
Thought Power Steps
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Catch it!
Decide which thought below is helpful and unhelpful.
Click to find out!
Helpful
Unhelpful
"I need some more practice."
"I'm just bad at this."
Helpful
Unhelpful
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"They're doing it on purpose to bother me."
"Maybe they didn't mean what they said."
Helpful
Unhelpful
Decide which thought below is helpful and unhelpful.
Click to find out!
Catch it!
Unhelpful
Helpful
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Decide which thought below is helpful and unhelpful.
Click to find out!
Catch it!
Helpful
Unhelpful
"I can ask for help."
"Everyone is better than me."
Helpful
Unhelpful
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Decide which thought below is helpful and unhelpful.
Click to find out!
Catch it!
"I always mess things up."
"It's okay to make mistakes."
Helpful
Unhelpful
Unhelpful
Helpful
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Check it!
Is it really true?
Can I think of it another way?
Change it!
Which thought is more helpful: 1, 2, or 3?
"I got a bad grade on my math test. I will never do a good job."
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"I got a bad grade on my math test. I will never do a good job."
Change it!
Which thought is more helpful: 1, 2, or 3?
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Check it!
"I missed the goal in soccer. I'm not doing this anymore!"
Change it!
Is it really true?
Can I think of it another way?
Which thought is more helpful: 1, 2, or 3?
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Check it!
"I missed the goal in soccer. I always ruin the game."
Change it!
Which thought is more helpful: 1, 2, or 3?
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Check it!
"That's so unfair!"
Is it really true?
Can I think of it another way?
Change it!
Which thought is more helpful: 1, 2, or 3?
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Check it!
"Something bad is going to happen. I just know it."
Which thought is more helpful: 1, 2, or 3?
Change it!
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Check it!
Sticky Thoughts
Write an Unhelpful Thought (no names) on a sticky note.
Place the sticky note in the middle of a blank piece of paper.
Let's pretend a friend has shared this thought with us.
Write a helpful thought they could think instead.
Pass each paper around until each student has written a Helpful Thought in response to each Unhelpful Thought.
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Exit
School
Family
Group Agreement Check
Your Mission
EXIT
Students are given their "Mission", and exit routinely.
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Exit
School
Family
Group Agreement Check
Your Mission
Students receive a Mission "ticket" to remind them of their Mission.
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Extend Communication
Pre-scripted communication to send to an adult at school and the student's family to support generalization of skills.
Facilitator Guide (download)
EXTEND
Adult support to encourage the student to use and apply their skills beyond the lesson.
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Extend Communication
Pre-scripted communication to send to an adult at school and the student's family to support generalization of skills.
You can see an example on the final page of the Facilitator Guide document.
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T2 Sample 3-5
By jadaklee
