Trying New Things - 2

Foundational

Lesson Plan

Goal: When presented with a new activity or task, the student will try the activity independently (even when making a mistake), 8 out of 10 observable opportunities, as measured by a teacher assessment tool.

Objectives:
1. Attempt the activity or task without making a negative comment or gesture.
2. Continue working on the task or activity after making a mistake.
3. Ask for help using positive language when needed.

Standards: Click on the appropriate link below to view Language Arts standards included in this lesson.

New Jersey ELA Standards

New York ELA Standards

Indiana ELA Standards

Common Core ELA Standards

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:

Questions:

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?

Discuss with students what it means to try new things. 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 with students. As a group, make a list of situations when it is important for you to try new things. Ask students to share their previous experiences of trying new tasks or activities.

Materials Needed:

Chart paper or interactive board

Ask students to share any comments they use to encourage themselves or others in trying something new. Record the answers on the board or chart paper.

Examples (or create your own): Learning to play a new video game or trying to play a sport for the first time.

Activity 2: Dream Essay

Review the discussion points and key ideas from Activity 1. Ask the students to think about an activity, task or skill that they have dreamed about being able to do someday.

Materials Needed:

Student Activity Sheet A - 1 per student

Pencil for each student

Allow students time to complete Student Activity Sheet A. When finished ask students to share. Discuss if anyone had the same ideas and why they would like to be able to do that task, activity or skill someday.

Student Activity Sheet A

Activity 3: Comic Strip Worksheet

Review the key points from Activities 1 and 2. Ask students time to complete Student Activity Sheet B. When finished, have students share their answers.

Materials Needed:

Student Activity Sheet B - 1 per student

Pencil for each student

Student Activity Sheet B

Directions: Study the comic strips below. Circle the strip that shows the characters willing to try new things.

Lesson Extension: Listening Comprehension and Grammar Review

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. 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 crayon

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, highlight the nouns in the script. Students should self check their work to determine if they correctly named nouns. Repeat for verbs and plurals.

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!

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!

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 C

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

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 plurals. BONUS: Write the singular form of each plural word you find.

Remember:

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

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

Application Activity

Review and discuss example scripts from the lesson extension.

In small groups, have the students create scripts demonstrating trying new things 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. Remind students to name and save their work. 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.

Topic Checkout

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

Materials Needed:

Student Topic Checkout - 1 per student

Pencil for each student

Student Topic Checkout

Directions: Answer the following questions.

Students

Go to only student curriculum