Patience - 2
- What does it look like to be patient?
- Why is patience important?
- When do I need to be patient?
- What can you do to help yourself be more patient?
Possible activities to review the discussion points or use your own:
Think. Pair. Share: The teacher will pose questions related to the discussion points. Explain to students that the purpose of the activity is to think about the question and activate prior knowledge. The teacher will model the procedure to facilitate student understanding.
- T (Think): Teacher begins by asking a specific question using the discussion topics.
- P (Pair): Each student should be paired with another student, small group or work with a teacher. Pairs write brief answers on sticky notes or scrap paper.
- S (Share): Students share their thinking with their partner. Teacher then leads a whole-group conversation using students’ answers.
SEL Categories Activity:
- Ask students to create a list of words associated with the topic (give them 2-5 minutes to complete).
- Once time is up, ask each student to share a word or thought from their list.
- Other students must cross that word or thought off their list.
- Continue the process until all words or thoughts have been listed.
- 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.
In advance of the activity, wrap a box containing a small gift for students (erasers, fun pencils, etc.) in many layers. You may want to use multiple boxes from very small to very large (similar to nesting dolls).
- Wrapped present in many layers
- Chart paper or interactive board
Review the discussion points with the students. Ask the students to sit in a circle and explain to them that they must work together to slowly unwrap the present. The rule is that each student will unwrap only one layer.
After the present has been unwrapped, pass out the contents inside to the students.
Lead the students in a discussion using the following discussion points or create/use your own:
- Explain to students that patience is the ability to wait calmly for something or someone without complaining.
- How did you feel when waiting for your turn to unwrap a layer?
- How did you feel when waiting to see what was in the package?
- Ask students to show a thumbs up or thumbs down if they felt they did a good job waiting calmly. Could they have done anything differently?
Brainstorm with the students and create a list of situations or tasks when students are required to be patient. Record answers shared on the board or chart paper.
Examples could include waiting for recess, going to a friend’s house, getting lunch in the cafeteria, when someone else is talking, etc.
Review key points from Activity 1. Choose one or a few from the brainstorm list to role play or practice within the class. You may also pair students to role play or practice an item from the list.
- Student Activity Sheet A - 1 per student - https://www.silassolutions.com/files/Silas/Lessons/125.pdf
- Pencil per student
Distribute Student Activity Sheet A to each student. Instruct students to complete the activity sheet.
When all students have completed the activity sheet, gather the students and ask for each to share their answers.
Directions: There are many things we can do to help us when we are in situations that require us to be patient. Here are some ideas: https://www.silassolutions.com/files/Silas/Lessons/125.pdf
Cut out the strategies that may work for you to help be patient. Practice these so you can use them when you need them.
Review the key points from Activities 1 and 2. Read each scenario below. If the situation describes practicing patience appropriately have the students give you a thumbs up. If it describes practicing patience inappropriately, have students give you a thumbs down. After each scenario is evaluated, discuss why it does or does not demonstrate patience.
- Scenarios below
- Silas is excited for lunch. While the class is waiting in the line to the cafeteria, Silas pushes his way past everyone else and moves to the front of the line.
- During a class discussion, Anya cannot wait to share about her new dog. She raises her hand and waits for her teacher to call on her.
- Mr. B. and Dr. Sally are talking in the hallway. Donny needs to tell Mr. B. something very important. He patiently stands beside Mr. B and waits for him to finish talking to Dr. Sally.
- During math class, Tori wants to share the answer to the math problem. She raises her hand, but then blurts out the answer before the teacher asks her to share.
Pass out Tootsie Pops to each student. Show students the classic tootsie roll commercial asking how many licks it takes to get to the center of a Tootsie Pop.
Explain that it takes patience to see how many licks it takes to get to the center of a Tootsie Pop and that sometimes patience is hard. Allow students share when it is hard for them to show patience.
Review the key points from Activities 1, 2 and 3. Provide a copy of the patience situations cards from Student Activity Sheet B to each student. Allow time for students to cut out the cards and determine which ones are strategies that can help them practice patience better when in a situation that is hard.
- Student Activity Sheet B - 1 per student
- Pencil for each student
- Student Activity Sheet C - 1 per student
- Red and purple colored pencil or crayon
Explain that a script is a form of dialogue writing between characters in a movie, play, or broadcast. Students should listen carefully as the teacher plays the example scripts from the immersive reader. Replay the script if needed.
After completing the listening comprehension portion of this activity, provide students a copy of Student Activity Sheet C. Point out to students the features of script text that indicate which character is talking. Remind students that this is a dialogue between characters.
Allow students time to complete Student Activity Sheet C. If time allows, students may partner together and role play the script.
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, Michael B. Kaplan
- Geraldine’s Big Snow, Holly Keller
- Harriet, You’ll Drive me Wild!, Mem Fox
- Jonathan James says, “I Can Hardly Wait!”, Crystal Bowman
- Leo the Late Bloomer, Robert Kraus
- Lilly’s Purple Plastic Purse, Kevin Henkes
- Llama Llama Red Pajama, Anna Dewdney
- Out of Patience, Brian Meehl
- Owl Moon, Jane Yolen
- Play with Me, Marie Hall Ets
- Sammy’s Gadget Galaxy, Michael P. Waite
- "Slowly, Slowly, Slowly,” said the Sloth, Eric Carle
- Umbrella, Taro Yashima
- Wait Till the Moon is Full, Margaret Wise Brown
Directions: Think about the script read/played for the class and complete the questions below.
Directions: In the scripts below, circle in purple two nouns that name a person and one noun that names a place. Circle in red two verbs.
A noun names a person, place, thing, or idea.
A verb names describe an action, a state, or an occurrence.
Review the key points from the previous activities completed. Discuss example scripts made by students from the lesson extension.
- Script sheet for each group
- Pencil for each student
In small groups, have the students create scripts demonstrating patience appropriately and inappropriately. Use the script sheet to create students' scripts.
Have students record their scripts using SiLAS software for social skills. Remind students to name and save their work. 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 dialogue with a phone or other recording device
Review the key points from this topic with students. Instruct students to complete the Student Topic Checkout. Discuss and have students share answers when they are finished.
- Student Topic Checkout - 1 per student
- Pencil for each student
Complete each sentence below: