sample transitional lesson: elementary sel
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SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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Lesson Planning: Addressing Students’ Social and Emotional Needs When They Head Back to School
Across the country, educators are grappling with the extraordinary challenges brought on by the COVID-19 pandemic. A recent study1 predicts that students will experience
a learning loss of 30 percent in reading and 50 percent in math as a result of the crisis. Left unchecked, it’s an academic setback that could derail the futures even of
students who were previously on grade level—and would be disastrous for students who were already behind.
Yet learning loss is not the only challenge educators must consider as they plan for next year. Students will also need help coping with the trauma they’ve experienced
during the pandemic, processing our national moment of reckoning with systemic racism, and readjusting to school. Those who have lost family members or friends will be
grieving. Asian American students may have experienced racist physical or verbal attacks. Students who rely on structures and routines, have experienced trauma prior to
the school closures, and/or have lost housing or economic security might struggle to return to school. Younger elementary students might have trouble being separated
from their parents or siblings after spending so much time with them.
With those challenges in mind, TNTP and Providence Public Schools partnered together to design transition lessons for the first five days back at school that will help
address the academic and social and emotional needs Providence students will have when they return. Collectively, the lessons span every grade level and cover math,
English Language Arts, and social-emotional learning. In this resource, we share some guiding questions that you can use to craft your own transitional lessons that will
meet the unique needs of your students, as well as an example of one of the high school lessons we designed.
Guiding Questions for Crafting Transitional Lessons ....................................................................................................................................................................................................................................................... 1
Sample Lesson Overview.............................................................................................................................................................................................................................................................................................................. 2
Sample Lesson: K-5 Social and Emotional Learning, Day 4 ........................................................................................................................................................................................................................................... 2
Lesson Plan ................................................................................................................................................................................................................................................................................................................................... 2
Instructional Materials ........................................................................................................................................................................................................................................................................................................... 11
Sample Lesson: K-5 Social and Emotional Learning, Day 5 ......................................................................................................................................................................................................................................... 16
Lesson Plan ................................................................................................................................................................................................................................................................................................................................. 16
Instructional Materials ........................................................................................................................................................................................................................................................................................................... 25
Guiding Questions for Crafting Transitional Lessons As you begin to craft transitional lessons for your students, consider these guiding questions:
1. How do these lessons connect to your district/school/classroom’s existing efforts to meet the social and emotional needs of students as they return to school this
year? Do they expose any gaps?
1 https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf.
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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2. In our research publication, The Opportunity Myth, we found that students need access to four crucial resources: grade-appropriate assignments, strong instruction,
deep engagement, and teachers with high expectations. How will your lessons provide access to those four resources?
3. What would it take to use lessons like these in your specific district/school/classroom context?
4. What support might teachers need to implement these lessons well?
Sample Lesson Overview This package of lessons for the fourth and fifth days back focus on establishing the structures and routines that will foster a strong community of learners throughout the
year.
Sample Lesson: K-5 Social and Emotional Learning, Day 4
Lesson Plan
About the lesson
In today’s lesson, students will have their first experience to engage in a classroom meeting. The teacher will explain the purpose of the meeting; introduce the structure and
procedure of it, before the class has an opportunity to continue to build relationships by engaging in a morning meeting.
Please adjust language used to describe this time of day based on what is in line with language already used in your classroom, school etc.
Objective
Students will understand the rationale for classroom meetings and use this understanding to engage in their first classroom meeting of the year.
Standards
• SL.K.1, SL.K.3, SL.K.6
• SL.1.1, SL.1.3
• SL.2.1, SL.2.3
• SL3.1
• SL.4.1
• SL.5.1
Culturally Responsive Framework Focus Areas
• Element C2.2- Accessibility of Learning Experiences
• Element C3.1- Development of Groups
• Element C3.3-Collaborative Discussions (Discourse)
SEL Skills
● Social Awareness 3C: I show empathy for other people’s emotions and perspectives.
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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● Relationship Skills 4A: I use communication and interpersonal skills to interact effectively with others, including those with diverse backgrounds, cultures, abilities,
languages and identities.
● Relationship Skills 4B: I use appropriate communication strategies and interpersonal skills to maintain relationships with others.
● Relationship Skills 4C. I can demonstrate the skills to respectfully engage in and resolve interpersonal conflicts in various contexts.
● Responsible Decision Making 5A: I can apply problem-solving skills to engage responsibility in a variety of situations.
Preparation
● Have morning message written
● Prepare any other materials needed (ball for greeting)
● Have access to video: https://www.youtube.com/watch?v=nvqY5ybRcng
● Make sure the classroom compact is accessible to view
● If possible, ask an ELD teacher who is bilingual (or another bilingual adult who will work closely with your students) to join the circle and sit near early beginning
MLLs to provide them with support during this community building routine.
● Review additional resources located in Instructional Materials
Scaffolds for the Range of Learners
● Word wall
● Sentence starters
Assessment
● Watch and reflect on how students engage during morning meeting, taking note of those who may need extra support to participate
● Take time for an Equity Pause. This pause will allow you to reflect on the lesson, focusing specifically on how the lesson went, as well as how your instructional
decisions helped lead to equity for students.
Procedures
“Ignite, Chunk, Chew, Review” lesson structure from: Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among
culturally and linguistically diverse students. Thousand Oaks, CA: Corwin.
Teacher Actions Student Actions Supports for Multilingual Learners
Ignite
Activate &
Connect
● Tell students that you are really excited
because today you will have an
opportunity to engage in the first
morning meeting of the year (use
language that is in line with what you
already use in your classroom)
● Watch video
● Answer questions
● Actively listen to teacher and peers
Vocabulary:
● Greeting
● Sharing
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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Teacher Actions Student Actions Supports for Multilingual Learners
5 minutes
● Tell students that you will start each day
off with a morning meeting
● Tell them there are four parts to our
morning meeting: a greeting, a time for
sharing, an activity and a morning
message
● Tell them that they are going to watch a
video of the first part of a morning
meeting, “the greeting”
● After the video ask the following
questions: (show video beginning at
1:22-2:08)
o What did you notice about the
greeting?
o How did this greeting allow all
members of the classroom
team to feel included?
o Did you notice the people in
the video following anything
from our classroom compact?
● Activity
● Morning message
Recommendations:
● Preview the vocabulary with students
either by acting out the meaning,
showing pictures, or models in the
classroom.(ex. A greeting is how we say
“hello” or what we say when we see a
person for the first time in a day. How
do you say hello or good morning at
home? Do you say it in another
language? Encourage students to use
their home languages if they speak a
different language at home.
● Prompt students to look for these
things in the video.
● Consider viewing the video twice: the
first time without stopping, and the
second time with pausing to ask
questions about what students are
doing?
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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Teacher Actions Student Actions Supports for Multilingual Learners
Chunk
Introduce
New
Information
10 minutes
● Tell students that morning meeting is a
very important part of our day because
it is a time for us to come together, to
greet one another before we start our
day, to get to know one another better,
to talk about things that are important
to our classroom team and to have fun!
Meetings are also a time for us to come
together to brainstorm as a class, solve
problems as a class, among other
important things
● Access pictures in supplemental
materials that show each part of the
morning meeting. Use the pictures to
explain each part of the morning
meeting sections detailed below.
● Tell them that each morning the
meeting will take place on the rug (or
another location you choose) and it will
start with a greeting. Tell them that each
person in the class will be greeted by
their name.
● Tell them every person in this class is an
important part of the classroom team
and by greeting everyone by name we
are showing that each person in this
room is important, significant and
belongs
● Tell them after the greeting each person
will share (maybe you will share an item,
or share your answer to a question etc.)
● Listen to explanation of morning
meeting
● Look at pictures
Vocabulary:
● rug
Recommendations
● After the video, use the included visuals
as a check for understanding. As
students identify what is happening in
the picture, label the picture accordingly
with the words “greeting”, “morning
message”, etc.
● Our names are a very important part of
our identity, so it is essential that we
pronounce names correctly!
Mispronouncing a student’s name can
lead to a student feeling alienated and
they may become discouraged to
participate in activities like circle time. If
you have not already, make sure you are
pronouncing every child’s name
properly and that you set this example
and expectations of each student and
their peers.
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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Teacher Actions Student Actions Supports for Multilingual Learners
● Next tell them you will get to all do a
fun activity together-maybe we will do a
dance, or play a game
● Tell them the last part of the circle will
include a morning message that the
teacher will write (note: these messages
can often be posted when students walk
in the classroom in the morning and can
be interactive-see examples in
supplemental materials)
Chew
Process
New
Information
● Tell students that now that they have
had time to hear about each part of the
morning meeting you want them to
answer the following questions
(students can turn and talk, whole
group responses etc.)
● Ask the following questions:
● Answer questions
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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Teacher Actions Student Actions Supports for Multilingual Learners
5 minutes o Who has participated in a
morning meeting before?
o If you have, what did you like
about that time of day?
o If you have never participated
in a morning meeting, what are
you looking forward to?
o Is there something you need to
feel successful during the
morning meeting?
Review
Apply New
Information
25 minutes
● Tell students that you are so excited
because now we will practice a morning
meeting together!
● Remind them that today’s morning
meeting will give everyone time to get
adjusted to this new routine and
problem solve as we go along.
● Remind them that it will be helpful to
look at the classroom compact hung up
to think about what it should look like,
sound like, feel like during this time of
day
● All children should move to the rug and
sit in a circle (use a transition that works
for your class)
● Suggestion: after each component of
the morning meeting do an informal
● Participate in the morning meeting
● Reflect on the process
Vocabulary:
Prompts and Sentence Starters:
Giving direct eye contact may be new or
unfamiliar for some students for cultural or other
personal reasons. You may want to point out that
when you greet someone, you like to look
directly at them. Gently encourage students to
make eye contact when they roll to the next
person but know that it is normal that this may
be new or uncomfortable for some.
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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Teacher Actions Student Actions Supports for Multilingual Learners
poll from children to see what they liked
about that part of morning meeting,
what felt good or made them uneasy
etc.
● Since this is their first time coming
together, they will do a simple, low-risk
greeting called “ball roll”.
o Ask students to remind you of
what the first part of the
meeting includes.
● Explain that today’s greeting is called
“ball roll” because you will start by
saying “Good Morning X!” and then roll
the ball to that person. That person will
then say, “Good Morning plus a
classmate’s name” and then roll the ball
to that person. (remind students about
making eye contact with the person
they are greeting)
● Tell them that now they are going to do
a quick share. For the purposes of this
model you are going to focus on a low
risk prompt: What is one thing you have
done this week in school that has made
you feel proud? (Another option: What
has been your favorite activity in school
this week?) (provide sentence starters,
examples if/when need be)
o Like all parts of the meeting,
each student should answer
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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Teacher Actions Student Actions Supports for Multilingual Learners
the prompt if possible, they
can also pass if need be
● Remind students that the next part of
the meeting is the activity. Tell them the
purpose of the activity is to have fun
together. You may want to consider
adding additional language here
connected to classroom expectations
(i.e. Have fun together, while being
respectful and responsible).
o Introduce activity: “Find
Someone Who”. Teacher will
say “Find someone who…” and
students will find a classmate
(more than 1 is fine) who
answers that blank
o Feel free to fill in the blank
with what works best, but
some suggestions are…” Find
someone who”
▪ Is wearing the same
color as you
▪ Whose name starts
with the same letter
as yours
▪ Who is the same age
as you?
▪ Who has something
in common with you?
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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Teacher Actions Student Actions Supports for Multilingual Learners
● You will bring students back together
and have them read along (choral read,
call and response) with your morning
message. It is suggested to make the
morning message focused on team
building (building a strong classroom
team over the past 3 days), getting to
know one another and creating
community. Attempt to incorporate
vocabulary they have learned over the
last few days related to this topic.
● Have children reflect on the morning
meeting by asking them questions like:
o What went well? How do you
know?
o What should we change for
next time?
o How did we exemplify some of
the agreements from our
classroom compact?
Equity
Pause
Teacher
Reflection
After the
Lesson
● Overall, how did the lesson go? From your perspective? From your students' perspective?
● Which of your students engaged fully in the lesson? Who did not? How do you know?
● How might your instructional choices have affected the experiences of your students with different identities during the lesson?
● What are the implications for your next steps for relationships and community building? For responsive instruction?
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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Instructional Materials
The following materials accompany the lesson plan for day 4:
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Pictures of Morning Meeting:
Greeting
Sharing
https://www.responsiveclassroom.org/greeting-idea-backward-day-handshake/
https://www.responsiveclassroom.org/morning-meeting-science/
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Activity
Morning Message
https://tiie.w3.uvm.edu/blog/power-up-morning-meetings/#.XuNdychKiM8
https://www.pinterest.com/responsive/morning-message-ideas/
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https://www.pinterest.com/pin/105834659964833486/
https://www.pinterest.com/pin/183451384794104537/
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Additional Resources:
● Responsive Classroom Morning Meeting Overview: https://www.responsiveclassroom.org/what-is-morning-meeting/
● Greeting and Activity Ideas:
https://resources.finalsite.net/images/v1557431817/mesquiteisdorg/sguivksx5tufbkkfsjke/MorningMeetingGreetingsActivities.
● The Importance of Morning Meeting: https://study.com/blog/why-you-need-morning-meetings-in-your-classroom.html
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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Sample Lesson: K-5 Social and Emotional Learning, Day 5
Lesson Plan
About the lesson
In today’s lesson, students will use the introduction to morning meeting practiced yesterday to engage in a restorative circle. A restorative circle is a specific type of meeting
used for times when someone in the class is harmed (either on purpose or accidentally). In this lesson, we want to define harm for children very concretely (see clear
definition in lesson).
Please adjust language used to describe this time of day based on what is in line with language already used in your classroom, school etc.
Objective
Students will engage in a restorative circle.
Standards
● SL.K.1, SL.K.3, SL.K.5, SL.K.6
● SL.1.1, SL.1.3, SL.1.5
● SL.2.1, SL.2.3,
● SL.3.1
● SL.4.1
● SL.5.1
Culturally Responsive Framework Focus Areas
● Element C2.2- Accessibility of Learning Experiences
● Element C3.1- Development of Groups
● Element C3.3-Collaborative Discussions (Discourse)
SEL Skills
● Social Awareness 3C: I show empathy for other people’s emotions and perspectives.
● Relationship Skills 4A: I use communication and interpersonal skills to interact effectively with others, including those with diverse backgrounds, cultures, abilities,
languages and identities.
● Relationship Skills 4B: I use appropriate communication strategies and interpersonal skills to maintain relationships with others.
● Relationship Skills 4C. I can demonstrate the skills to respectfully engage in and resolve interpersonal conflicts in various contexts.
● Responsible Decision Making 5A: I can apply problem-solving skills to engage responsibility in a variety of situations.
● Responsible Decision Making 5B: I can use and adapt appropriate tools and strategies to solve problems.
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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● Responsible Decision Make 5C: I can evaluate the impact of decisions on myself, others and the given situation and adjust my behavior appropriately.
Preparation
● Prepare any other materials needed.
● Make sure the classroom compact is accessible to view.
● This lesson assumes that there are systems/structures in place for students to calm themselves, reflect and process various situations (ex: quiet corner, relax and
reflect chair etc.). You will want to reference these and make sure these are clear to students in the “review” section of the lesson.
● If possible, ask an ELD teacher who is bilingual (or other bilingual adult who will work closely with your students) to join the circle and sit near early beginning MLLs
to provide them with support during this community building routine.
Scaffolds for the Range of Learners
● Word Wall
● Sentence Starters
Assessment
● Watch and reflect on how students engage during the restorative circle, taking note of those who may need extra support to participate.
● Take time for an Equity Pause. This pause will allow you to reflect on the lesson, focusing specifically on how the lesson went, as well as how your instructional
decisions helped lead to equity for students.
Procedures
“Ignite, Chunk, Chew, Review” lesson structure from: Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among
culturally and linguistically diverse students. Thousand Oaks, CA: Corwin.
Teacher Actions Student Actions Supports for Multilingual Learners
Ignite
Activate &
Connect
5 minutes
● Remind students that morning meeting
is a time to come together and have fun
● Remind them that morning meeting can
also be a time to come together to
brainstorm as a class and solve
problems as a class
● Ask students to brainstorm what type of
things would be helpful to talk about in
morning meeting (give examples to
help get started if needed)
● Listen to explanation Vocabulary:
● Brainstorm
● Problems
● Solve
● Strategies
● *Throughout this lesson, it may want to
heavily rely on using role play and
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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● Tell them that today you are going to
engage in your second morning
meeting of the year, but this time it will
look slightly different because you will
be focusing on solving specific
problems that may come up in the
classroom
● Tell them that through today’s meeting,
the class will come up with strategies
that all teammates can use to solve
problems between classmates
gestures to teach the vocabulary and
new concepts.
Chunk
Introduce
New
Information
15 minutes
● Tell students that today’s morning
meeting is a special type of morning
meeting called a restorative circle.
● Define restorative for students and give
examples if need be. “Restore means to
make things better again”
● Tell them a restorative circle is a time
when we can come together to
brainstorm ways we can solve problems
between classmates. By the end of a
restorative circle, our hope is that we
have a plan to fix the problem or during
the meeting we have fixed the problem
by talking about the problem and what
can be done to make things better
again
● Remind them that everyone in our class
has had such a great first week
together, but even when things are
going great, there are times when one
or more of us can feel harmed
● Listen to explanation and examples of
harm
● Listen to explanation of restorative
circle
● Answer questions
Vocabulary: Since we will return to this
vocabulary throughout the lesson, it is
recommended to create a visual using words and
pictures where you capture the meaning of the
words harm and restore, and problem and solve.
● Fix
● Restorative
● Plan
● Feel
● Harm/ed (hurt)
Recommendations
If you can have a bilingual staff member who
works with your students join the circle, ask them
to co-facilitate part of the introduction to new
information. This is a chance to also appreciate
linguistic diversity in the class. (Do not separate
students out into different circles).
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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● Tell them that harm means that
someone or a group does something to
make another person or group feel bad
(suggestion: have definition posted)
● Tell students that there are different
ways we can cause harm and sometimes
we might do it on purpose or
sometimes it is by accident and we
don’t even realize we are harming
someone else
● Tell students the different ways people
can cause harm:
o We can cause harm by using
words that hurt feelings like
calling someone a name, using
insults, teasing
o We can also cause harm to
someone by how we behave or
what we do, like not letting
someone play with us
o Another way we can cause
harm to our teammates is by
hurting their bodies, like
hitting, pushing or kicking
● Ask students to turn and talk (use term
that is already used in the classroom)
and answer the following questions:
o Is there a time when you have
seen someone experience
harm at school OR can you
think about a time someone
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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might experience harm at
school?
● Teacher should circulate and listen so
that he/she can share out answers if
need be
● Call on a few groups to share out
(record on chart paper)
Chew
Process
New
Information
5 minutes
● Get ready to move students (in
whatever way you transition) to the
morning meeting location
o Ask students to review
classroom compact and
determine what agreements
we want to make sure we
follow during our special
morning meeting today
● Transition
● Review compact
Review the components of the morning
meeting:
Have the four components of the meeting as well
as the pictures used in the first lesson easily
accessible for students to reference. Guide
students to reference the visual supports as you
review the parts of the morning meeting.
Remember to emphasize that today’s meeting
will look a little bit different.
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
21
Review
Apply New
Information
25 minutes
● Tell students that before you jump into
the problem-solving part of the
morning meeting you are going to start
with a greeting
● Low risk greeting “elbow bump” or “air
high five” (no contact option)
o Remind students that they
should say each person’s name
and give them eye contact
● Explain that today’s greeting is called
“elbow bump” or “air high five”
(whatever you choose) because you will
start by saying “Good Morning X!” and
then give them an elbow bump/air high
five. That person will then say, “Good
Morning plus a classmate’s name” and
then give that person an elbow
bump/air high five (suggestion: model
this with one student)
● Tell them that now that we have
engaged in our greeting we are going
to dive into the main part of our
restorative circle. Tell students that it
will look a little different than yesterday
● Remind students that earlier we talked
about what it means for someone to
feel harmed
● Remind students what it means to be
harmed (use posted definition and
examples they shared)
● Participate in the restorative circle
● Reflect on the process
Vocabulary:
● Use the images in the instructional
materials to explicitly teach the words
for feelings that are associated with
being/feeling harmed (I.e. frustrated,
angry, upset, mad, etc.)
● Affected
● Restore vs Punish (punishment)
● Tools (for solving problems)
Recommendations:
● Once you arrive at the “check-in” (share)
portion of the meeting, consider how
you can use role play to communicate
the difference between restoring and
punishing. If there is another adult in
the room, consider acting out the
scenario included in the instructional
materials and then asking the follow up
questions as they relate to the scenario.
Model how “solutions” like the teacher
yelling at the student or another
student fighting with the offending
student are not restorative because of
how people are ultimately affected.
● Have the different tools in your room,
like a quiet corner, labeled (and
translated if possible) for students.
Model (and ask students to model) what
it looks like to use that tool.
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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● The first part of the restorative circle is
the check-in round (similar to a share).
Use the following question to get
students thinking more deeply about
what it means to be harmed or to harm
others.
o If someone was harmed at
school how might they feel?
(provide different emotions
words for those who may need
it-sad, hurt, angry etc. and use
emotion picture cards in
instructional materials if need
be)
● Have students share out
● Use one of their scenarios shared above
(or the one in instructional materials)
and ask the following question:
o Who is affected?
o How are people affected?
(remind students that we say
“affected” we mean how does
it make those involved feel,
what impact does it have on
those involved etc.)
o What are the restorative
actions-things that can make
things right again? (emphasize
restorative actions should be
things other than punishment-
● Chart the responses students share
regarding what tools or systems they
would add to the classroom.
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
23
we want to move away from an
over-reliance on punishment)
● Tell students that there are times that
members of our team will feel harmed
or harm others and we want to make
sure that in this class we have ways to
fix the harm and make sure that
everyone can do their best learning and
achieve their goals
● Tell them that in this classroom we have
different tools and systems to help
when we are feeling harmed (whatever
you already have or ex: take a break
area, journals etc.)
● Ask students: In addition to these
systems and tools, what else should we
put in place or do when a teammate is
harmed?
o Suggestions: use our words to
tell a teammate they harmed
us, share how we are feeling,
apologize, tell a grownup how
you are feeling and help them
mediate etc.
● Remind students that in this class,
everyone is an important member of
our team, and while they may have
experienced being punished or having a
strict consequence in other classes, this
year, in our classroom, we are going to
work on using restorative practices to
make things better. We will focus on
using words, talking about our feelings
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
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and working together to restore our
relationships.
● Before ending the meeting, recap the
following:
o What it means to be harmed?
o Ways we harm (on purpose
and accidentally).
o How those that are harmed
may feel?
o How those that have done the
harm may feel?
o Ways to solve/fix the harm.
● As a last part of the meeting, have
children reflect on this special meeting,
known as “restorative circle” by asking
them questions like:
o What went well today?
o Do you think we have a good
plan on how to handle when
we are harmed or harm
someone else?
● Is there anything you would like to see
changed for our next restorative circle
to feel more comfortable, or be better
for you or your classmates?
SAMPLE TRANSITIONAL LESSON: ELEMENTARY SEL
25
Instructional Materials
The following materials accompany the lesson for day 5:
Equity
Pause
Teacher
Reflection
After the
Lesson
● Overall, how did the lesson go? From your perspective? From your students' perspective?
● Which of your students engaged fully in the lesson? Who did not? How do you know?
● How might your instructional choices have affected the experiences of your students with different identities during the lesson?
● What are the implications for your next steps for relationships and community building? For responsive instruction?
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Scenario for Review
“Yesterday on the playground a group of children were playing soccer. John (insert whatever name you want) was so excited to play
because he has been practicing his soccer skills by playing all summer with his siblings and cousins. He cannot wait to show his friends
his new soccer skills. John asked his classmates if he could play too. His classmate said, “We don’t want you to play with us. You run
slowly and you have never even scored a goal. We want people who are really good soccer players to play with us.”
When to Use Circles (Meetings)
Depending on the need to bring students together, circles will serve different purposes. Always guided by the same values and
principles, circles may be called for:
community building problem-solving reflecting introducing new students
conflict resolution brainstorming support farewell to students
leaving
healing diffusing tension family issues community violence
debriefing
Additional Resources
● RIDE guidance for restorative practices: https://www.ride.ri.gov/StudentsFamilies/HealthSafety/DisciplineinSchools.aspx
● CASEL Guide to Schoolwide SEL: https://schoolguide.casel.org/resources/
● International Institute for Restorative Practices: https://www.iirp.edu/
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Emotion Picture Cards
Sourced from: https://childhood101.com/helping-children-manage-big-emotions-printable-emotions-cards/
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