Q Wunder Lesson Plans Patience

[Pages:3]Q Wunder Lesson Plan- Patience Time length: 35 minutes

Lesson Topic Practicing Patience

Social and Emotional Learning (SEL) Competency

(See CASEL 2017: 5 Competencies)

Self-management The ability to successfully regulate one's emotions, thoughts, and behaviors in different situations -- effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.

Impulse control Stress management Self-discipline Self-motivation Goal setting Organizational skills

Lesson Objective

By the end of the lesson, students will be able to exhibit understanding of patience by describing strategies they can use the next time they feel impatient.

Essential Question(s)

What can we do when we feel impatient? What tools help us to be patient?

Materials

Q Wunder Video: Patience Poster paper Markers Michael cut-outs Optional materials: crayons or markers and paper for closure activity

Vocabulary

Patience Waiting Time Strategies

Suggested Lesson Activity (including formative feedback opportunities)

Engage the Learner: - (5 minutes) Pose the following questions: "Have you ever had to wait to tell your mom or dad something

when they were talking on the phone or to another adult? How did you feel? What did you do when you had to wait?" Pause to give students think time. Have two students share their experiences with the class. Pose the next prompt: "Now, I want you to think of a time when you had to wait for something that you really wanted. Maybe it was a time when you were on the playground, at home, or in the classroom. Share your experience with your elbow buddy." As students discuss their experiences with each other, walk around and listen to responses. After the students share out with their elbow partner, say "I'm hearing of moments when you had to be patient. What do you think it means to be patient?" Write the word "patience" as the topic on the central circle on the graphic organizer (see below) and have the students say the word "patience" with you. Repeat the question, "What does it mean to be patient?" As students share their ideas, record their responses (use pictures and words depending on the reading ability of your students), in the graphic organizer in the outer concentric circle. Note: to promote literacy in your classroom, include basic words in the graphic organizer, as print-rich environments are necessary for young emergent readers. Scaffolding for these students by quickly drawing images to pair with the

responses will help them to connect the images to the words.

Reco rd

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The purpose of the circle graphic organizer is for teachers to understand students' current level of knowledge around patience. Once the teachers learn their students' levels of understanding, they can help define it, and use other students' understandings to provide definitions to those students who don't understand. If we used laminate or magnets, the issue with this, of course, would be the unpredictable nature of student responses and experiences, and so determining the images on the laminate or magnets would be difficult to predict/prepare.

Interact with the Concept: - (20 minutes) Play the video: Pause video at 3:51: Check for understanding: Ask students, "Is Q behaving right now?"

Have students show either a thumbs up or thumbs down. Engage students in a brief wholeclass discussion about whether or not Q was behaving. Ask students, "What do you think might happen at the end of the competition?" Ensure that students understand video thus far, then tell students, "Q is going to learn some tools to help practice patience. I want you to watch the video and be ready to tell me what strategies you see being used." As a stepaside, write the word "strategies" down and have the students repeat the word with you. Tell them that "strategies" is another word for "tools" or "different ideas" that can be used. Throughout this lesson, you will frequently use this term. Be sure to point back to the written word "strategies" as it's brought up. Resume video at 3:51 Pause video at 5:40: Ask students "What did you notice?" "What did Q try first?" "How did it work?" Use these questions to help students see how Q's strategies did not work. Remind students about the different strategies by briefly acting them out (yoga, drumming fingers, deep breathing, staring contest, avoiding looking at the cookie). Ask students, "Who had the most patience?", "What strategies did Michael use to practice patience?" Discuss strategies further using a graphic organizer (see two options below): Option 1: Document students' observations on any new ideas/strategies they observed

from Michael by writing in a different color on the graphic organizer outside of the outer circle (see organizer above). Students may give additional strategies that were not in the video; feel free to record those as well. Option 2: Create a class T-chart to compare/contrast Q's responses to situations that require patience. On the left side show how Q reacts to situations (include images and words) and on the right side ask students what he could try instead, or what Michael may have done (images and words). As students respond, on the right side of the T-chart, record their responses (use pictures and words depending on the reading ability of your students). You may need to replay the video from 3:51-5:40 in order to see all the strategies that Michael used.

Notes

Play the video at 5:40 Pause video at 7:09: Tell the students to pay close attention to some additional strategies

for practicing patience (e.g. singing songs, deep breathing). Play video at 7:09 Pause at 8:22: Add any additional strategies to the graphic organizer that students may

have recognized from the video (e.g. singing or breathing). Play video at 8:22 and finish out the video. Encourage students to dance along with the

song.

Reflect and Close: - (10 minutes) Ask students the following questions, and have them share responses with an elbow buddy: What is patience? Why is it important to be patient? What tools help us to be patient? What strategies do you think you'll use next time to help you be patient? Let's visualize ourselves in a situation that requires patience. Picture yourself using one of

the strategies Michael used in order to practice patience. What might happen if you use this strategy? Here in your notes, role playing was mentioned. The acting out situations/role-playing is a great extension activity (see below). Our thoughts were to keep the lessons under 35 minutes because of the competing content areas for teachers and the attention spans of the learners.

Extend the lesson: (optional) - (10 min.) In order to have students take personal ownership over their newly learned strategies, have them role-play the following situations bulleted below in small groups. You may consider having them perform their role-playing situations in front of the class. Q and Michael are waiting for a turn on the monkey bars using cut-outs as props Q waiting for your turn to play with a toy at home Waiting to talk to your parents when they are busy Waiting in the car before you get to your destination

Our concern with the text "Q and Michael are waiting for a turn on the monkey bars using cutouts as props" is that at this point in the lesson, students should be moving away from how Q and Michael are practicing patience in these activities to, "how should I practice patience" in these situations. Additionally, when adding in props/extra materials the lesson's complexity increases, and may end up distracting from the purpose, and can complicated planning for the teacher.

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