Winning and Losing - 2
Foundational
Lesson Plan
Goal: Before, during, and at the end of a game, the student will display good sportsmanship in 8 out 10 observable opportunities, as measured by a teacher assessment tool.
Objectives:
1. Understand and follow the rules of the game.
2. Use a socially appropriate response at the end of the game toward the opponent(s), regardless of who won.
3. Display continued effort during the game, regardless of whether he/she is losing.
Standards: Click on the appropriate link below to view Language Arts standards included in this lesson.
Definitions of Key Terms: Winning means to be successful or to have a favorable result. Losing means the opposite of winning or to be defeated. Good sportsmanship means displaying politeness before and during games. It also means using socially appropriate/polite phrases at the end of a game, regardless of whether you were the winner or the loser.
Questions:
- Why is it important to win?
- Is it OK to lose?
- Is it important to know and/or follow the rules of the game you are playing? Why or why not?
- Should you scream, yell and hit when you lose?
- Is it OK to be a bad sport?
- Is it OK to yell or say impolite or mean phrases toward the other team or opponent?
- If you lose can you win next time?
Discuss with students what winning and losing means, as well as good sportsmanship. 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
Ask students to think of situations when it is important to handle winning or losing appropriately. Record the answers on the board or chart paper.
Example: When another team wins a sports game.
- Chart paper or interactive board
Activity 2: Personal Story
Review the key points from Activity 1 with the students. Share an experience you may have had with winning or losing, but not doing so with good sportsmanship. Also discuss winning and losing as it relates to school work or other non-game activities, such as a school award, a spelling bee, not passing a class or test, etc.
- Student Activity Sheet A - 1 per student
- Pencil for each student
Ask students to share experiences when they did not win or lose appropriately. Allow students time to complete Student Activity Sheet A. Have students share their responses with the group.
Student Activity Sheet A
Directions: Write about a time when you lost an event, sport, or an activity and you did not handle it well. Make suggestions on how you could have handled losing better.
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.
- Student Activity Sheet B - 1 per student
- Pencil for each student
Student Activity Sheet B
Directions: Study the comic strips below. Circle the answers that show the characters winning and losing appropriately.
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.
- 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 demonstrating winning and losing appropriately:
Chris: I like to play chess. It is fun!
Beth: Sure is!
Chris: I won but it was a good game for both of us.
Beth: Thank you for playing with me. I think I am getting better by playing it with you!
Chris: No problem. Do you want to play again?
Example script demonstrating winning and losing inappropriately:
Chris: I won the game! Ha! Ha! Ha!
Beth: No, you didn’t win. You cheated!
Chris: I am so much better at chess than you.
Beth: (yelling) I’m better.
Chris: No, I’m not playing with you ever again!
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 |
|---|---|---|---|
| Ninjabread Man | C.J. Leigh | 1-2 | AD720L |
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 game are they playing?
3. How do you think Beth felt when Chris cheated?
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.
Remember:
A noun names a person, place, thing, or idea.
A verb names describe an action, a state, or an occurrence.
Example script demonstrating winning and losing appropriately:
Chris: I like to play chess. It is fun!
Beth: Sure is!
Chris: I won but it was a good game for both of us.
Beth: Thank you for playing with me. I think I am getting better by playing it with you!
Chris: No problem. Do you want to play again?
Example script demonstrating winning and losing inappropriately:
Chris: I won the game! Ha! Ha! Ha!
Beth: No, you didn’t win. You cheated!
Chris: I am so much better at chess than you.
Beth: (yelling) I’m better.
Chris: No, 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 using eye contact appropriately (looking at the conversation partner) and inappropriately (by not looking at the conversation partner). Use the script sheet to create students' 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 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 the previous activities with students. Ask students to complete the Student Topic Checkout. Discuss their answers when all students have finished.
- Student Topic Checkout - 1 per student
- A pencil for each student
Student Topic Checkout
Directions: Complete the following questions.
- What does it mean to win?
- What does it mean to lose?
- How do you win appropriately?
- How do you lose appropriately?