Patience - 1
- Why should I wait calmly without complaining?
- When do I need to be patient?
- What can I do to help me be patient?
Discuss these points or your own with students. Review the discussion points with the students. Teachers may want to share their own examples of when he/she had to be patient.
- The group should form a circle. Ask a question and allow students to toss a bean bag to those who would like to answer the question.
- Play tic-tac-toe by dividing the group into teams. Write discussion questions on a post-it note and place them on the tic-tac-toe grid. Allow a representative from the team to select a post-it note and as a team develop an answer to the question. If they get it right they may put their team's marker (x or o) on the grid.
Possible activities to review the discussion points:
- Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
- Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
- Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.
Tell students that you are going to play the patience game. Discuss possible rewards the class would like and choose one. Explain the rules: when you flip the sand timer over, the students will sit still and quiet until time is up. If they are able to do so successfully, they will all get a reward. To make it a little more difficult you could put the reward in front of the group.
- Sand Timer
- Incentive/reward ideas for students
- Interactive board or chart paper
*Rewards can be tangible (candy, stickers, prize box etc.), privileges (sitting in the teacher’s chair, extra technology etc.) or the opportunity to have students share their animations with the whole group.
After students have completed the game, discuss with them how their brain and body felt when they had to wait. Add responses to the interactive board or chart paper. Discuss if the students felt it easy to play the game or if they felt it was difficult. Remind them that there are no wrong answers to that discussion point/question. Have students share and record those answers/responses on the interactive board or chart paper.
Ask students to think of times when they have been asked to be patient or have had to show patience in the past. This can be completed individually or you may form pairs or groups of students to brainstorm the list. Record the list on the interactive board or chart paper.
Review the previous activity/lesson and all the different activities or times when students may have had to be patient or were asked by an adult to be patient. Ask students to think of one time when they were successful in showing patience or an activity that they may be asked to show patience. Allow students time to complete Student Activity Sheet A.
- Student Activity Sheet A - 1 Per Student
- Pencil, Crayon, Markers etc.
After the activity has been completed, encourage students to share their picture and facilitate a follow up classroom discussion.
Directions: Draw a picture of a time you have to show patience even if it’s hard.
Discuss with students there are many strategies or actions we can do to help us be patient. Record answers on the interactive board or chart paper. Either as a large group, small group, or independently, have students cut out the coping skill cards that they already practiced or would like to try. Encourage them to also make their own coping skill cards.
- Chart Paper or Interactive Board
- Student Activity Sheet B - 1 Per Student
- Scissors, pencil/crayons for each student
- Coping skills cards - Link Here
After the students have completed their coping skills cards, you may gather the class together to have them role play or discuss why they chose the card(s) they did.
Directions: There are many actions we can do to help us when we need to be patient. Here are some ideas. Cut out the cards of actions you could try or have tried in the past. You can also make your own card.
Explain that a script is a form of dialogue writing between characters in a movie, play, or broadcast. Using the Immersive Reader, students should listen carefully as the teacher shares the example scripts. Scripts can be replayed as needed. Allow students time to answer the questions on Student Activity Sheet C.
- Student Activity Sheet C - 1 Per Student
- Pencil for Each Student
After students have finished, allow those that want to share their comic do so or role play one of the example scripts.
Read Aloud Recommendations: Completing a read aloud with students is a great way for them to see and learn social skills as well as incorporating reading skills. Below are some books that could be used to reinforce the concept. Read and discuss as appropriate for level and as time allows throughout the lesson.
- Betty Bunny Loves Chocolate Cake, Kaplan, Michael B.
- Harriet, You’ll Drive me Wild!, Fox, Mem
- Leo the Late Bloomer, Robert Kraus
- Lilly’s Purple Plastic Purse, Henkes, Kevin
- Llama Llama Red Pajama, Dewdney, Anna
- Owl Moon Jane Yolen, Yolen, Jane
- "Slowly, Slowly, Slowly,” said the Sloth, Carle, Eric
Directions: Draw a comic to match the script you listened to.
In small groups, have the students create scripts demonstrating patience appropriately and inappropriately. Use the script sheet to assist the groups in creating scripts.
- Script sheet for each group
- Pencil for each student
Have students record their scripts using the SiLAS software. Remind students to name and save their recordings. Premiere the movies with the group members at the end of each session.
Ideas for modifying this activity based on your students’ needs:
- create a script as a class
- pair or group students so that skill levels are varied and assign each a role or task that uses their skill
- create the script by recording the dialog with a phone or other recording device.
Review the discussion from previous lessons/activities with the class. Allow students to complete the Student Topic Checkout. Discuss the students’ answers when they have finished.
- Student Topic Checkout - 1 per student
- Pencil for Each Student
Read Aloud Recommendations: Completing a read aloud with students is a great way connect text with lesson content while incorporating reading and language practice. Below are suggested titles reinforcing the SEL topic.
- Carle, Eric. "Slowly, Slowly, Slowly,” said the Sloth
- Dewdney, Anna. Llama Llama Red Pajama
- Fox, Mem. Harriet, You’ll Drive me Wild!
- Henkes, Kevin. Lilly’s Purple Plastic Purse
- Kaplan, Michael B. Betty Bunny Loves Chocolate Cake
- Robert Kraus. Leo the Late Bloomer
- Yolen, Jane. Owl Moon Jane Yolen
Directions: Check or circle a thumbs up if the character shows patience. Check or circle a thumbs down if the character does not show patience.