Taking Turns - 1

Basic

Lesson Plan

Goal: While participating in a group activity (game, small work group), the student will wait for his/her turn in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.

Objectives:
1. During a shared activity/conversation demonstrate the concept of waiting one’s own turn.
2. Use a visual cue (chip, note card, hand signal) to help indicate when it is his/her turn.
3. Vocalize using a scripted response such as "My turn," "Your Turn," etc...

Definition of Key Terms: Turn taking means waiting for your turn to go during a game or sharing ideas with classmates or friends.

Discussion Points:

  • You should wait until it is your turn in a game or activity.
  • You should wait until it is your turn to speak. One person speaks at a time.
  • Taking turns is important in relationships and communication.
  • Everyone will get a chance to have a turn.

Discuss with students what turn taking means. Review the discussion points.


    Possible activities to review the discussion points:

  • 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.

Directions for In-Person or Virtual Learning: You have three options for students to complete this lesson.

  • 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.

Activity 1: Situations

As a group, develop a list of times when it is important to take turns. Record answers on the board or chart paper. Be sure to discuss the following with students:

Materials Needed:
  • Chart paper or Interactive Board
  • How do you feel when you have to wait your turn?
  • How do you feel when you are playing with friends and they don’t take turns?
  • How do you think others feel when you don’t want to take turns?

Ask students to think of different words or phrases to use when waiting to take your turn. Record these on the chart paper or board.

Activity 2: Thumbs Up, Thumbs Down

Using the scenarios or situations below (or create your own), read one to the students. Ask them to think about it and give a thumbs up if it is a situation is something that they should do. If it would not be a good choice they should give a thumbs down.

Materials Needed:
  • Scenarios
  1. Should you take turns when you play a board game?
  2. Should you go more than one time in a row when playing a game?
  3. Should you give your friends a turn?
  4. Should you take and use all the pieces to a board game?
  5. Should you take turns on the swings?
  6. Should you always go first when playing a game?
  7. Should you talk while your classmate is sharing their thoughts?

Activity 3: Personal Experience

Review the key points from Activities 1 and 2. Discuss with students ways to show you are alerting your peers to take their turn. Possible ways could include phrases or gestures.

Ask students to complete Student Activity Sheet A.

When completed, ask for volunteers to share.

Materials Needed:
  • Student Activity Sheet A - 1 per student
  • Pencil for each student

Student Activity Sheet A

Directions: Draw a picture of a time you did a good job taking turns. Write a sentence about your picture.

I took turns when

Lesson Extension: Listening Comprehension

Explain that a script is a form of dialogue writing between characters in a movie, play, or broadcast. Utilizing the immersive reader students should listen carefully as the teacher plays the example scripts below. Replay the script if needed. Allow students time to answer the questions on Student Activity Sheet B.

Materials Needed:
  • Student Activity Sheet B - 1 per student
  • Pencil for each student

After students have finished and if time allows, ask students to partner together to role play the script.

Example script demonstrating appropriately taking turns.

Annie: Hey John, do you want to play connect four?
John: Sure! Can I go first?
Annie: Yes, as long as we take turns afterwards.
John: Okay! Lets play!

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.

  • I Can Take Turns, Numm, Daniel
  • It’s My Turn, Bedford, David
  • Otter B Taking Turns, Kennedy, Pamela
  • Share and Take Turns, Meiners, Cheri
  • Take Turns Max and Millie, Brooks, Felicity
  • Taking Turns, Feely, Jenny

Student Activity Sheet B

Directions: Draw a comic to match the script you listened to.

Application Activity

In small groups, have the students create scripts that show correctly and incorrectly taking turns. Use the script sheet to have the groups create scripts.

Materials Needed:
  • Script Sheet- 1 per 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.

Example script demonstrating appropriately taking turns:
Annie: Hey John, do you want to play connect four?
John: Sure! Can I go first?
Annie: Yes, as long as we take turns afterwards.
John: Okay! Let's play!

Topic Checkout

Review key points from previous activities with the students. Ask students to complete the Student Topic Checkout. Discuss answers when all have finished.

Materials Needed:
  • Student Topic Checkout - 1 per student
  • A pencil for each student

Student Topic Checkout

Directions: Select the best answer.

1. What is turn taking?

2. You should take turns.

3. You should always go first.

4. You should keep taking turns and not give your partner a chance when playing a game.