Taking Turns - 2

Foundational

Teachers

Goal: While participating in a group activity or conversation, the student will wait for his/her turn in 8 out 10 observable opportunities, as measured by a teacher assessment tool.

Objectives:
1. Identify up to five situations in which it is important to practice taking turns.
2. Use rehearsed phrases to respond to others that do not allow turn taking (such as “Next time, let’s take turns for who goes first,” “That isn’t fair, but next time we can take turns,” etc.)
3. Use rehearsed phrases to remind self and others to take turns (such as “Your turn,” “My turn,” “I will roll the dice after you,” etc.)

Definitions of Key Terms: Taking turns means to make sure each person involved in a game, activity, or conversation has an opportunity to participate.

Questions:

  • What does it mean to take turns?
  • Do friends need to take turns in an effort to be fair?
  • Is turn taking important to maintaining a relationship?

Discuss with students what turn taking means. Review the discussion point questions.


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.

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: Circumstances

Review the discussion points/questions with students. Discuss how not being able to take your turn makes you feel. Ask students to think of situations when it is important to take turns. Record answers on chart paper or the board.

Example: When you play a board game

Materials Needed:
  • Chart paper or interactive board

Activity 2: Situations

Review key points from the discussion questions and Activity 1 with students. Ask students to think of an experience they had when someone practiced good turn taking. Discuss how it made the students feel and how they reacted. Ask students to think of responses they can use when they are in that situation again. Record answers on the board or chart paper.

Materials Needed:
  • Chart paper or interactive board
  • Student Activity Sheet A - 1 per person
  • Pencil for each student

Allow students to complete Student Activity Sheet A. Discuss their answers when all have finished.

Student Activity Sheet A

Directions: Write about a situation when someone did not take a turn. How did it make you feel and how did you handle it?

Activity 3: Comic Strip Worksheet

Review the key points from Activities 1 and 2 with students. Allow students time to complete Student Activity Sheet B. Discuss their answers when all students have finished. If time allows, students may pair up to role play one of the comics.

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

Student Activity Sheet B

Directions: Study the comic strips below. Check or circle the answers that show the characters taking turns correctly.

Lesson Extension: Listening Comprehension and Grammar Review

Explain that a script is a form of written dialogue 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. Allow students time to answer the questions on Student Activity Sheet C.

Materials Needed:
  • Student Activity Sheet C - 1 per student
  • Pencil for each student
  • Student Activity Sheet D - 1 per student
  • Red and purple colored pencil or pen

After students have finished, discuss the listening comprehension questions together.

After completing the listening comprehension portion of this activity, provide students a copy of Student Activity Sheet D. 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 D.

Display the script using the immersive reader and highlight the nouns in the script. Students should self-check their work to determine if they correctly named two nouns. Repeat the process for verbs.

If time allows students may partner together and role play the script.

Example script of demonstrating how to take turns appropriately:
Darren: Hi, Chris. Want to play a game together?
Chris: Sure, can I go first?
Darren: Yes, you can!
Chris: Thank you! I will go first and you can go second.

Example script demonstrating how to avoid taking turns:
Darren: Hi, Chris.
Chris: Hi, Darren.
Darren: Do you want to play a board game?
Chris: Sure!
Darren: I will pick the game and go first because I always go first.
Chris: That’s not fair.
Darren: Fine. Then I’m not playing with you ever again.

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. Read and discuss as appropriate for level and as time allows throughout the lesson.

Use current classroom literature that demonstrates taking turns.

Student Activity Sheet C

Directions: Think about the script read/played for the class and complete the questions below.

    1. Who are the characters in this script?

    2. What does Darren ask Chris to do?

    3. How do you think Chris feels when Darren insists on going first?

    4. How do you feel when you are with someone who doesn’t want to take turns?

Student Activity Sheet D

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. Underline the punctuation.

Remember:

A noun names a person, place, thing, or idea.

A verb names describe an action, a state, or an occurrence.

Example script of demonstrating how to take turns appropriately:
Darren: Hi, Chris. Want to play a game together?
Chris: Sure, can I go first?
Darren: Yes, you can!
Chris: Thank you! I will go first and you can go second.

Example script demonstrating how to avoid taking turns:
Darren: Hi, Chris.
Chris: Hi, Darren.
Darren: Do you want to play a board game?
Chris: Sure!
Darren: I will pick the game and go first because I always go first.
Chris: That’s not fair.
Darren: Fine. Then I’m not playing with you ever again.

Application Activity

Review and discuss example scripts from the lesson extension.

In small groups, have the students create scripts demonstrating how to take turns appropriately and inappropriately. Use the script sheet to create students scripts.

Materials Needed:
  • Script sheet for each group
  • Pencil for each student

Have students record their scripts using the SiLAS software. Remember 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

Topic Checkout

Review all previous activities and key points with students. Allow students time to complete the Student Topic Checkout. Discuss their answers when all students have finished.

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

Student Topic Checkout

Directions: Complete the following questions.

  1. Why is it important to take turns?
  2. What happens if you don’t take turns?
  3. How do people feel when they don’t get a turn?
  4. List three situations when it is important to take turns.