Trying New Things - 1
Basic
Lesson Plan
Goal: When presented with a new activity, the student will attempt the activity without making a negative comment, 8 out of 10 observable opportunities, as measured by a teacher assessment tool.
Objectives:
1. Attempt a new activity without expressing a negative comment.
2. Continue working on an activity following making a mistake.
3. Ask for help using positive language after they have attempted the activity by himself first.
Standards: Click on the appropriate link below to view Language Arts standards included in this lesson.
Definition of Key Terms: Trying new things means attempting to participate in an activity or an event that you have never participated in previously.
Discussion Points:
- Why is it important to try new things?
- What can happen if you try new things?
- What do you need to do when you are planning to try something new?
- Is it easier to try new things with a friend? Why?
- Discuss that “success” isn’t always dependent on outcomes. Success can mean a willingness to try and putting forth your best effort.
Discuss these points or your own with students. Review the discussion points with the students. The teacher may want to share their own examples of when he/she used a coping skill in a hard situation; can be a skill that either had a positive or negative outcome/result.
- 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:
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: Adventure Diary
Ask the students to recall a time when they tried a new activity or task. Using a personal journal, instruct students to write/draw about that time when they tried something new. Ask students to include as many details as possible. Share new entries with others.
Example: Tried a new food or game.
- Journal Book
Ask students to make an entry each time they try something new throughout the month. At the end of the month, ask students to share the new activities or tasks they tried.
Student Activity Sheet A
Directions: Draw a picture to show what emotions you feel when you have to try something new.
Activity 2: I feel…..
Discuss with students that trying new things is never easy. It can often be scary and often causes us to feel a lot of different emotions. Ask students to share their thoughts/ideas about the emotions they may have experienced when trying something new in the past. Record the answers on chart paper or the board.
- Chart Paper or Interactive Board
- Student Activity Sheet A - 1 per student
- Pencil for each student
Allow students time to complete student activity sheet A. Share and discuss when all are finished.
Activity 3: What Can I Do?
Review the key points from Activities 1 and 2. Discuss that when we need to try new things there are some coping skills we can use to help us overcome our fear and emotions.
- Chart Paper or Interactive Board
Develop a list of ideas/coping skills that students can use to help them. (Ex. take some deep breaths)
Record ideas on the board or chart paper.
If possible, practice some of these ideas.
Lesson Extension: Listening Comprehension
Explain that a script is a form of writing; a dialogue between characters in a movie, play, or broadcast. Utilizing the immersive reader students should listen carefully as the teacher plays the example script below. Replay the script if needed. Replay the script if needed. Allow students time to complete Student Activity Sheet B.
- Student Activity Sheet B - 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.
If time allows, students may partner together and role play the script.
Example script demonstrating trying new things appropriately:
Kim: Hey Tori, would you like to go ice skating?
Tori: I have never been ice skating.
Kim: Would you like to try it?
Tori: Sure!
Read Aloud Recommendations: Completing a read aloud with students is a great way to connect text with lesson content while incorporating reading and language practice. Below are suggested titles including, a YouTube link, Lexile and Grade Level information for books relating to the lesson.
| Book Title | Author | Grade Level | Lexile Level |
|---|---|---|---|
| I Will Never Not Ever Eat a Tomato | Lauren Child | K-2 | AD370L |
| Roller Coaster | Marla Frazee | K-2 | AD490L |
Student Activity Sheet B
Directions: Draw a comic to match the script you listened to.
Application Activity
Review the key points from previous activities. In small groups, have the students create scripts which demonstrate trying new things skills/strategies (some with positive results and some with negative results). 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.
Script Extensions:
Click the following hyperlinks to have students choose their Characters, Background and Props prior to writing scripts. For examples of script writing accommodations, click Here.
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 trying new things appropriately:
Kim: Hey Tori, would you like to go ice skating?
Tori: I have never been ice skating.
Kim: Would you like to try it?
Tori: Sure!
Example script demonstrating trying new things inappropriately:
Kim: Hey Tori, would you like to go ice skating?
Tori: No I don’t like ice skating.
Kim: Have you ever tried it?
Tori: No and I never will. I don’t like it. I’m just not going.
Kim: Please.
Tori: No!
Topic Checkout
Review the key points of previous activities with the students. Allow students to complete the Student Topic Checkout. Discuss their answers when all have finished.
- Student Topic Checkout - 1 per student
- Pencil for each student
Student Topic Checkout
Directions: Select the best answer.