Lesson Plans
Here are some ready-to-use sample lesson plans to teach and implement with your class. Please note that these lesson plans are designed for grades K-5, but easily adaptable to other grade/age levels.
Identity Art
Grade: 2-5 | Unit: SEL, ELA, Social Studies, Art
Big Ideas:
Stories and other texts connect us to ourselves, our families, and our communities.
Curriculum Competencies:
Use sources of information and prior knowledge to make meaning
Use developmentally appropriate reading, listening, and viewing strategies to make meaning
Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community
Demonstrate awareness of the role that story plays in personal, family, and community identity
Use personal experience and knowledge to connect to stories and other texts to make meaning
Plan and create a variety of communication forms for different purposes and audiences
Lesson Goals:
Have students to create their identity art silhouette filled with images and words about themselves, their family and cultural heritage
Students will understand and learn more about their own emotions, thoughts, and values and be able to make connections with their classmates and see different perspectives and empathize with others from diverse backgrounds and cultures (CASEL, 2023)
SEL Connection:
Self-Awareness - Understanding self
Social Awareness - Understanding perspectives and feelings of others
Relationship Skills - communication, teamwork and cooperation with others
First Peoples Principles of Learning:
Learning involves recognizing the consequences of one’s actions.
Learning involves generational roles and responsibilities.
Learning is embedded in memory, history, and story.
Materials:
“I am Me” By Susan Verde
Pencil
11 x 17 Paper
Graphic Organizer
Introduction (10 mins):
Have students sit in a circle, ask and discuss with them what kind of things that makes them unique and different
Provide examples such as appearance, cultural background, language, hobbies etc.
Introduce the students to the book “I am Me” by Susan Verde
Ask students to think about their own qualities and make connections to the story
Activity (35 mins):
Read the story “I am Me” and ask students any detail that they notice in the story or any connections
Once done reading the story, review with the students the different examples the character says how they are “me/themselves”
How they are alone/with others
Their joy/spark
What they contribute/share
Appearance (hair, skin, body, size, height)
Hobbies/interests
Own style
Their values
People who they love and care about (family, friends etc.)
Expand with adding ideas about family, traditions, celebrations, cultural food/dishes provide their own examples
Write the example on the white board for the student to see
Have students create their identity silhouette artwork to reflect on their individual qualities and cultural heritage
Provide a graphic organizer template for students to brainstorm
Pick at least 6 examples to include
Trace out their silhouette with teacher/peer assistance and fill in the space with illustrations, symbols, and words
Conclusion (5 mins):
Collect students’ artwork and clean-up. Students will continue working on it later in the day/week
Sharing circle (exit slip): have students to share one example that they’ve included in their artwork or something that they are proud of their artwork
Assessment:
The contribution that the students provide during the class discussion and when reading the story together
Their identity art silhouette
Ideas on graphic organizer template
Adaptation:
Send home the graphic organizer template for students to brainstorm and discuss ideas with their family member beforehand
Provide options for students to use different art materials and tools to create their identity silhouette artwork (ex. magazine, photos, watercolour paint etc.)
Provide visuals and examples for students to refer to
Simplify examples or reduce number of examples to include in the artwork (if necessary)
Provide student choice in adding more words or illustrations - depending on their strengths/preferences
Worry Warrior
Grade: 2-4 | Unit: SEL, Art, ELA
Big Ideas:
Stories and other texts connect us to ourselves, our families, and our communities.
Curriculum Competencies:
Exchange ideas and perspectives to build shared understanding
Use developmentally appropriate reading, listening, and viewing strategies to make meaning
Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community
Lesson Goals:
Have students to recognize and learn when problems arise
Learn various strategies to deal and manage problems and worries
Core Competencies:
Personal & Social:
I can make choices that help me meet my wants and needs and increase my feelings of well-being
I can solve some problems myself and ask for help when I need it.
SEL Competencies:
Self-awareness
Self-management
Social awareness
First People Principles of Learning Connection:
Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors
Learning involves patience and time
Learning involves recognizing the consequences of one’s actions
Materials:
“What do you do with a problem?” by Kobi Yamada
Pencil
Glue
Art supplies and materials such as pipe cleaners, googly eyes, popsicle sticks, yarn, pompoms
Introduction (10 mins):
Have students sit in a circle and discuss with them what actions and/or strategies that they use when they encounter a problem
Provide examples such as “Do you talk to someone” or “do you find a calm or safe space to go to”
Ask students what it means and looks like when someone is worried/is dealing with a problem
Provide examples such as “what do their face expression look like” or “how would their body feel like”
Introduce the students to the picture book “What do you do with a problem?” by Kobi Yamada
Ask students what they notice on the front cover and how it relates to us when we have a problem
Activity (35 mins):
Read the story stopping between each picture to ask students any detail that they notice in the story
Once done reading the story, review with the students how the character chooses to deal with his problems and worries
What were some words to describe how he felt?
What did his body feel?
Refer back to the questions at the beginning of the lesson and brainstorm a list of strategies one might do to solve a problem. In another section, draw a picture of a human and label what they might emotionally and physically feel.
Write the ideas on the white board for the student to see
Ex) Strategies: talk to someone, go to a calm space, draw quietly, find an adult
Ex) Observations: frowns, sad, tense hands, head down etc.
Discuss and share that we all have our own worries, will feel various of emotions, and use different ways to deal with them. Introduce that today’s lesson will focus on 1 strategy to deal with our problems and worries in our mind.
Have students create their own Worry Warrior using various art supplies and materials. It will help them to visualize what their worries might look like. Their Worry Warrior will remind students that they can work through their worries and problems and that they can be brave like warriors to face challenges!
Have students brainstorm and draw a draft of what their Worry Warrior might look like (size, colours, expression, texture etc.)
Allow students to refer to the book and show some pictures for inspiration
Half way through work time, have students to go for a quick gallery walk and see their classmates’ creations
Source: https://kidsactivitiesblog.com/59068/50-monster-crafts-for-kids-for-any-time-of-year/
Conclusion (5 mins):
Place the Worry Warrior art near the edge of the window/side for it to dry. If any student is not completed, let student know that they can continue working on it later in the day if they wish to complete it
Review with students the SEL competencies: self-awareness and self-management. Part of understanding how we all feel (happy, sad, frustrated, worry etc.) is knowing more about ourselves and most importantly, how we can choose and take actions to manage the emotions, worry and stress
Assessment:
The contribution that the students provide during the class discussion and when reading the story together
The Worry Warriors that the students create after reading the book
White Raven Story
Grade: 3-5 | Unit: SEL, ELA, Social Studies
Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues to shape Canada’s identity
Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
Curricular Competencies:
Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
Use personal experience and knowledge to connect to text and deepen understanding of self, community, and the world
Content:
The impact of colonization on First Peoples societies in BC and Canada (residential schools)
Reading and metacognitive strategies
Core Competencies:
I can communicate clearly and purposefully, using a variety of forms appropriately
I am aware of different aspects of myself. I can identify people, places, and things that are important to me.
I can ask questions and use my observations, experience, and imagination to draw conclusions and make judgements
I can get new ideas or build on other people’s ideas to create new things
First Peoples Principles of Learning
Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors
Learning involves generational roles and responsibilities
Learning is embedded in memory, history, and story
SEL connection:
Self-Awareness – personal emotions and changes
Self-Management – dealing with consequences and challenges
Responsible Decision-Making – making caring and constructive choices and solutions
Relationship Skills – healing process and conflict resolution
Materials
The book “White Raven”
Writing black line template (plus digital version)
Art supplies/materials
(Crayons, pencil crayons, felts, play-doh, pipe cleaners, construction paper, popsicle sticks etc.)
Pencil + eraser
Assessment
Student participation
Their creation of visual symbol and description of their story/lesson
Differentiation/Accommodations
Providing digital template for students who struggle with written output
Students can choose their format to share their visual symbol
Using visuals to give instructions
Provide a word wall/list with keywords
Considerations
Important to share and acknowledge about the constant learning of Indigenous content and the ongoing process of truth and reconciliation
Crucial to be mindful of the weight/seriousness while discussing about residential schools
Consider the overall composition and background of students in the class (ex. indigenous ancestry)
Ask the class if anyone knows what residential schools are?
Today, we will read a book called “White Raven” by Teoni Spathelfer. As a member of the Heiltsuk Nation, the author wrote this story based on her mother’s residential school experience and her journey on healing.
The book starts with the author returning home with her family and daughters to see the land, nature and village of her childhood. Her mother (White Raven) would often visit the island home and one day shared with her granddaughters of her different and unhappy childhood. We learn more about White Raven’s traumatic experience and challenges at the residential school from always doing many chores for long hours to being strictly forbidden to speak their own languages and follow their culture/traditions. We learn that she had a teacher who was nicer than the others and took good care of White Raven when she was sick. A rare white-coloured raven often landed close to her on the playground and cheered her up – hence how she got her name. Near the end, White Raven eventually is allowed to go home at the age of 16 and ends up suffering from PTSD. Fortunately, she started going to workshops for Residential School survivors and is able share her stories with others.
Read the story, discuss and analyze the pictures and complex words.
In the story, White Raven shares and inspires others by displaying and sharing her strength, bravery and healing. As an elder, she shares many wisdoms and knowledge to her granddaughters, stressing the importance of self-love and self-confidence.
Students will create and write about something that their family members have taught them and is important in their lives. Students will create a visual symbol using a variety of art materials such as play-doh, pipe cleaners, popsicle sticks, and stationaries.
After, they will write a short paragraph about their creation and the important lesson from their family. Students can follow and use the sentence starter: Just like White Raven’s granddaughter, I learned from my _______________ that ____________________.
Simplify and reduce number of sentences for beginning ELL students and provide extensions for those who can write more/challenge
Conclusion:
Finish up and clean.
Gather back together and ask a few students to share about what they did. If there is not enough time, students can do a gallery walk and share more about their learning and creations with their classmates in the next class.
Wrap up the lesson sharing and discussing the impact of residential schools to Indigenous children just like White Raven. Emphasize the importance of family and that learning is all related with history, memory and stories from others.
It's Okay to Be Different
Grade: K-3 | Unit: SEL, ELA
Big Ideas:
Stories and other texts connect us to ourselves, our families, and our communities.
Everyone has a unique story to share
Curriculum Competencies:
Use sources of information and prior knowledge to make meaning
Use developmentally appropriate reading, listening, and viewing strategies to make meaning
Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community
Use personal experience and knowledge to connect to stories and other texts to make meaning
Plan and create a variety of communication forms for different purposes and audiences
Exchange ideas and perspectives
Content:
Build metacognitive strategies
Core Competencies:
I can identify objects or images that represent things that are important to me and explain what I like and dislike
I can identify my individual characteristics and explain what interests me
SEL Competencies:
Self-Awareness
Social Awareness
Relationship Skills
Learning requires exploration of one’s identity
Learning is holistic, reflexive, reflective, experiential, and relational
Lesson Goals:
Have students to explore and share more about their characteristics and personal identities
Honor their personal strengths and qualities
Be able to recognize similarities & differences amongst classmates and make connections
Materials:
“It’s Okay to Be Different” by Todd Parr
Pencil
Journal
Introduction (10 mins):
Have students sit in a circle and discuss with them what makes them different from each other? What makes them special?
Provide examples such as “What are your favourite hobbies?”, “What language(s) do you speak?”, “What are you good at (skills)?”
Introduce the students to the picture book “It’s okay to be different” by Todd Parr
Ask students why they think it is important and okay to be different from others. Why is it important to be “YOU”?
Activity (35 mins):
Read the story and stop between each picture to ask students any detail that they notice in the story.
Once done reading the story, review with the students the different examples of what makes people (us) different from the book:
Physical attributes: glasses, skin color, hair, height
Hobbies/Interests – dance
Country/place of birth
Types of families and pet(s)
Brainstorm additional examples together and write on the white board for the students to see
Ex) Cultural background, language(s), sports, skills, traditions, religion, recreation
Using the sentence stem “It’s okay to…” Have students create 4-5 sentences to reflect their own experiences and personal identities in their journals. Title for journal entry is “It’s okay to be different”.
Refer back to examples on the board:
ex) It’s okay to like and play Minecraft.
It’s okay to have curly red hair.
It’s okay to like playing in the mud.
Chunk the number of examples down to 6-8 if necessary, so that the students can write and illustrate on their own
Extension for some students: It’s okay to ___________ because __________.
Draw pictures that relate to their sentences.
Allow students to refer to the book so that they can reread it and make connections
Conclusion (5 mins):
Collect journal books and for students who did not finish to complete later on.
Invite students to share an idea from their journal entry or illustrations. Review some examples and the significance of being unique and individual!!
Extension:
Using the examples and ideas from this lesson, have students create an identity silhouette artwork. Have them draw illustrations or magazine images to represent their characteristics and elements of identity
SEL – introducing positive affirmations
Assessment:
The contribution that the students provide during the class discussion and when reading the story together
Journal entry – have students to share their ideas orally with teacher and/or during quick class share
Source: https://www.toddparr.com/titles/todd-parr/its-okay-to-be-different/9780316186926/
My Support Circle
Grade: K-3 | Unit: SEL, ELA, Social Studies
Big Ideas:
- Our communities are diverse and made of individuals who have a lot of common
- Through listening and speaking, we connect with others and share our world
Curricular Competencies:
- acknowledge different perspectives on people, places, issues, or events in their lives
- engage actively as listeners, viewers, and readers, as appropriate to develop understanding of self, identity, and community
Content:
- people, places, and events in the local community
- metacognitive and oral language strategies
Overview: In this lesson, students will understand the importance of having a close support circle of people in their lives who can support, teach and guide them. They will brainstorm, identify and name them in the different aspects and environments (ex. Home, school, community)
Lesson Goals:
This activity strengthens and reassures students that there are always people in their lives (trusting adults) who they trust and reach out to anytime. It allows students to go out of their comfort zone of close friends and family members, and be able to ask and identify other people in their support circle. Knowing who their support circle of people are can increase their own self-esteem, confidence, and self-awareness in achieving goals and taking risks.
This activity would be great to do during the first or second months at the beginning of the school year. It can help to build relationships skills and rapport between the teacher and students. It will ease the transitional phase of being in a new class with a new teacher and set the tone for a welcoming, safe, and supportive environment.
SEL Focus:
Helps build and strengthen relationship skills by effective communication, active listening, social engagement, seeking/offering support and help when needed, and practicing individual and collaborative problem-solving skills
Social awareness where students can show concern and empathy for others, recognize people’s strengths, show appreciation for one another and learn to take/view in different perspectives
Responsible decision-making where individuals demonstrate curiosity in recognizing and expanding their support circle of people including normalizing asking for support from others. Identify solutions for personal and social problem and develop critical thinking skills for both inside and outside of school
First Peoples Principles of Learning Connection:
- Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place)
- Learning involves generational roles and responsibilities
- Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors
Materials:
- anchor chart paper
- Circles of Support Worksheet
- Colouring pencils and markers
Introduction(3 minutes):
Greeting Frenzy - Set the timer and have students greet as many people in the room as possible. Different greeting formats include say hello, wave, fist bump, hug, handshake etc.) Students will feel a rush of energy and positivity with physical and verbal contact with others. Be sure to remind students of class expectations ex) inside voices, walking only etc.
Activity (30 mins):
Have the class sit in a circle and practice a few mindfulness breathing/moments to calm the energy and thoughts from the “Greeting Frenzy”.
Introducing the lesson will be about our support circle (of people) and refer back to how it is exactly like the way we are seated in a circle. As a class, we are our support circle with different classmates and the teacher to talk to, ask for help, get advice, and reach out to. Today, we will expand it and learn more about the different people who are in our support circle.
Define support circle which is made up of “friends, family, and people who we have a [connection] to and who [care about us] in our wellbeing, success, and [life]” NYC Department of Youth and Community Development. (n.d.) They give us support and encouragement to help us to do our best, share and celebrate happy moments, and support and comfort us during hard times.
As a class, create an anchor chart and brainstorm people/names/roles for each category: Family, Friends, School, and Community. Encourage students to think about the people who they often see, communicate and interact with including and not limited to: neighbours, close family friends, a close auntie/uncle, babysitter etc.
Students will complete their “Circles of Support” worksheet (from Hannah Dorff - https://www.teacherspayteachers.com/Product/Circles-of-Support-Worksheet-5481969) to identify people in their own support circle.
Have students colour and add details when completed. Extend the activity for students to brainstorm a list of space spaces they can be safe and comfortable in (ex. At home, at school, in a park, library etc.)
Conclusion (10 mins):
Sharing Circle - Students will go around and take turns identifying a person/name that they wrote on their paper.
Example sentence frames:
_________ is in my support circle.
My support circle has __________.
__________ is in my support circle because they _____________.
Modifications and Variations:
Offer students to share their responses in different ways ex) writing, illustrations, video or audio recordings, orally
ELL students can also write the names/titles of the people in their home language
Use visuals, illustrations, and books to provide more examples
Have students bring in a family/friend group photo to help them brainstorm and share with their classmates.
References:
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2018). SEL 3 Signature Practices Playbook (Version 3). https://schoolguide.casel.org/uploads/2018/12/CASEL_SEL-3-Signature-Practices-Playbook-V3.pdf
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2023, March 3). What is the Casel Framework? https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/#responsible
Krajewski, S. (2020, October 27). 50 activities that support social-emotional learning. The Art of Education University. https://theartofeducation.edu/2020/10/50-activities-that-support-social-emotional-learning/
NYC Department of Youth and Community Development. (n.d.). Creating circles of support. Family Engagement Online Toolkit. https://familyengagementdycdconnect.nyc/communication/creating-circles-of-support/
Worksheet - https://www.teacherspayteachers.com/Product/Circles-of-Support-Worksheet-5481969
