At Home Guidance Lessons
For Grades 3 and 4
Hello From Mrs. Modeszto
Happy Summer! Well, almost! Just a few more days until the official last day of school. Mr. Burton and I are so proud of you. It was a difficult ending to the school year, but you did it! You are resilient (re-zil-yent). We'll learn more about that word. We can't wait to see you in-person in August...when you will be 4th and 5th graders!!! Until then, have a safe and fun summer.
And remember you are loved!
Lesson for Week of June 8th: Resilience
Objective: Demonstrate the ability to manage transitions and ability to adapt to changing situations and responsibilities (Resiliency)
Can-Do: I can list and practice strategies to remind myself how to overcome challenges.
Materials: paper and pen
Background: This ending to this school year was unexpected. Although, it did enable us to work through challenging situations. Being disconnect from school, from friends, maybe some family members, and having to take extreme health precaution; that’s pretty challenging. The ability to overcome challenging circumstances is called resiliency. The skills we learned in guidance this spring have helped to develop our resiliency.
Lesson: Watch the video, Resilience but What Is It? Find out the out five ways to build resilience. As you watch the video think about the strategies you are already doing for yourself. What are others creative strategies you can practice.
1. Re-charging your body and brain by eating healthy and getting enough sleep.
2. Communication- being connected to, and talking, with family and friends.
3. Setting goals.
4. Handling or expressing our feelings in a positive way.
5. Being present in the moment. (Not thinking about, or worrying about, the past or the future)
Activity: Make a list of at least 3 strategies that you can practice to build your resilience. Other than the strategies we learned this spring, what are other strategies you can think of that will develop your resilience?
Lesson for Week of May 26th: Positive Self Talk
Objective: . Demonstrate effective coping skills when faced with a problem
Can Do: I can replace negative self-talk with positive self-talk statements.
Background: Lat week we practiced I-messages as a strategy to resolve conflicts. However, sometimes the thought of confronting somebody makes us anxious and we end telling ourselves things like: “I can’t resolve this.” “What if nobody listens to me.” Can you think of a time when you were nervous, or not that courageous to do something you wanted to? How did you feel about yourself? What thoughts did you have about yourself?
Lesson: The way we think about ourselves relates to how we feel and the actions we take. Beginning sentences with “I can’t…” or “What if…” are indications of negative self-talk and possibly feeling worried or bothered. Negative self-talk overtime might also affect our confidence because what we think ourselves effects how we feel and then act. So, if you think more positively, then you might feel more confident about doing things you want to do; like standing up for yourself.
Lesson for Week of May 18th: Conflict Resolution Part 2
Objective: To demonstrate self-discipline and self-control during a conflict with another person. Use effective collaboration and cooperation skills.
Can Do: I can use “I statements” to resolves conflicts.
Background: Last week you learned four steps to resolve conflicts in a peace way. One of those steps was to “talk it out peacefully.” What do you recall the characters doing in last weeks video that helped them talk it out?
Lesson: This week we are going to focus on the Talk It Out Peacefully part of resolving conflicts. Using “I messages” or also called “I statements" helps you to begin to talk about what's bothering you. When people communicate how they feel and what they need (using a calm voice) it helps both people to understand each other, and then makes finding a compromise or win-win for both sides. When conflict is resolved peacefully, both people feel respected. When trying to solve a conflict, it is important not to come off as blaming the other person or coming off as you are always right. (People don’t want friends like that!)
Watch the two videos and pay attention to the I statements. Notice the words to use when making the I statement. In the second video, also pay attention to the characters tones of voice. How might a mean tone of voice affect resolving a conflict?
Why does communicating your feeling and understanding how others feel help resolve a conflict.
Activity: Use this sentence stem to practice making I statements.
I feel________when__________next time please_____________.
If you can't think of your own scenarios, here are a few to help you:
- Your brother/sister doesn't do his/her share of the chores and you get stuck doing it all.
- Nobody in the house wants to play with you.
- You are getting yelled at.
- Your brother/sister is hogging up the video game.
Lesson for Week of May 11th: Conflict Resolution
Objective: To demonstrate self-discipline and self-control during a conflict with another person.
Can Do- After this lesson, I can use 4 steps to peacefully resolve a conflict.
Materials: paper and pen
Background: (From brain-pop Jr.): Life can be frustrating. You’re not always going to get along with your friends and family, and they won’t always get along with you. And anger and frustration are natural human emotions, so there’s no way you can avoid feeling them. But there are ways to disagree without being disagreeable--and in this BrainPOP movie on conflict resolution, Tim and Moby will tell you all about them! First, you’ll find out why it’s a good idea to take a deep breath and collect yourself before you respond to a situation you’re not thrilled about. You’ll discover different ways to compromise, (compromise means finding a win-win solution two people can live with, it’s like making a deal) and how placing yourself in another person’s shoes can change a potential screaming match into a friendly discussion (Placing yourself in another person’s shoes means you understand how they feel. Why risk alienating or losing your friends and hurting people’s feelings, when you can settle your differences fairly?
Lesson: Resolving conflicts in a peaceable manner requires you to be in control of anger and frustrations. Recall some strategies you use to calm down. Taking deep breaths, counting slowly to 10 are good strategies. Ignoring or doing something else can be helpful, but you would not want to always do that, if you can help it, because you won’t learn how to resolve a conflict. Knowing how to resolve a conflict is a good skill to have whether you’re a kid or a grown-up. There are 4 steps to resolve a conflict (5 if you need help from an adult). When you need help from another person to resolve a conflict, that person is called a mediator. The mediator does not take sides instead they help both sides come to a fair agreement.
Look for the steps they used to resolve the conflicts:
1.Stop and recognize what you are feeling
2.Use a calm down strategy
3.Talk-out peacefully using I messages, and listening to the other person with your ears and heart
4. Get a mediator- an adult to help you figure out both sides if you really can’t listen and talk it out;
5. Find a compromise- a solution where both sides are satisfied.
Watch the Brain Pop video, as you are watching the video, spot two conflicts (Tim and Moby and the brother and sister) and how did they resolve their conflicts peacefully. What calm down strategy was used? Why was eye-contact important for listening? What was the compromise, or the win-win situation, that resolved the conflict?
Activity: Draw a comic that shows two characters resolving a conflict. The topic can be two siblings arguing over the TV remote, or pick your own topic. Share your cartoon with a family member teaching them about conflict resolution.
Lesson for Week of May 4th: Internet Safety
Objective: To demonstrate personal safety.
Can-Do: I can make safe decisions before downloading, sharing, and posting on social media and internet.
Materials: Paper and pen
Background: Last week we talked about time management. So, how many of you are finding that you spend more time on your computer devices: i-pads, tablets, cell phones; lap tops. These items are needed to keep up with school; nice to stay in touch with family and friends; and to be entertained and learn new things. However, during this time of staying home (and maybe being board), we might become a little careless with our on-line and social media smarts. Remember to make safe decisions. Be aware of sharing [or being tricked into sharing] personal information. What is personal information? Also, before YOU re-post or forward something to other people make sure you ASK yourself: Is it Appropriate? Is it Safe? Is it Kind? If it's not, you just might get into trouble for sending this sort of stuff... even if you didn't create it.
And remember....kids and teenagers NEVER meet anyone you meet on-line.
This week, I am posting two videos. The first video is from Brain Pop Jr. and the second is the one Mr. Burton and I showed in the fall, Safe Side Super Chick. It’s an old video, but the information is still relevant. Remember, when we say internet we’re also talking about using apps, social media, texting, even gaming.
As you’re watching the videos think about:
What do you do if you get a post, an email or text that is inappropriate, unsafe, or unkind?
What do you do if a stranger contacts you? What do you do if someone (anyone) makes you feel uncomfortable?
What do you need to do to stay safe on the internet?
How do you keep your computer safe viruses or hacks?
Why would someone want to steal your computer password or hack into your computer?
Activity: After watching the video, make a list of 5 things you can do to stay safe and 5 things you should not do. Have a conversation with family members sharing everyone's ideas about internet safety.
Closing:
Having to talk to a parent about uncomfortable texts, posts, or emails can be uncomfortable and make you feel a little nervous. One way you might want to start the conversation is to simply say, "Mom/Dad I've got to tell you something important." Your parents love you and want you to be safe.
And so do I.
Lesson for Week of April 27th: Time Management
Objective: To use time management and assume responsibility.
Materials: pen, paper, Time Management Video
Can Do- After this lesson, I can make a “to do list” and create a schedule to get those things done.
Background: Last week, you worked on creating an action plan for a personal goal. But an action plan is only good IF you can manage your time. Time management means taking control over how you spend your time and using your time well. Prioritizing, making “to do” lists, and scheduling are important skills to help you manage your time. (That agenda you have from school, is a great tool to help you be the best student you can be! BTW Do you use your agenda or is it mostly empty?! Next year, commit to using that agenda!)
This week, you will practice TIME MANAGEMENT. You will make a “to do list” then prioritize things needed to be done first. Next, create a schedule for that list. Your schedule should time for schoolwork, exercising, waking-up, eating, sleeping, having fun, and chores. (Yes, chores! Chores help you learn responsibility and how to take care of yourself.)
Lesson: Below watch the Time Management video with Ms. Diaz. As you watch, listen for what the word “priority” means. Think about what you need to prioritize. Next, notice the schedule. Pause the video to see how the schedule is broken down: morning, daytime, afternoon, and night. There is a time allotted to get things done.
Activity: First, create a “to do” list. Next, make a schedule prioritizing the important things that need to get done first. For example, eating breakfast, doing schoolwork, chores, and exercise should come before video gaming.
Lesson for Week of April 20th: Goal Action Planning
Objective: To develop an action plan for a personal goal.
Materials: pen, paper, Goal Setting Video & Goal Action Plan hand-out (see below)
Can Do: After this lesson, I will be able to create an action plan for a personal goal.
Background: Last week you watched the video about ways to manage worry. One way was to work towards a goal. Working towards a goal, not only helps us manage anxiety, it’s an important life skill. It's a very important life skill! (Yes, I said that twice.) Goals help us to become better students, become more responsible and focused; and lets us accomplish things we’d like to do so our lives can be more satisfying. No matter how old we are. When creating a goal, make sure your goal is specific enough so you can make an action plan. For example, the goal “I want to be famous” is too broad. You need to think about what you want to be famous for. And saying you want to be a famous You-Tuber doesn’t count! That’s not specific either. You will need to narrow that down and think about your topic of expertise that you will be to presenting on You-Tube. Whatever goal you chose, writing down your goal and developing an action plan, will increase the likelihood of achieving your goal. And having a purpose for your goal will help keep you motivated!
Lesson: Watch the Goal Setting Video below from RocketKids. As you watch, think about: Why is purpose important? What are the 3 W's in goal setting? Why is planning for obstacles necessary
Activity: See the Goal Action Plan attachment below. Develop an Action Plan for one of the goals you made for last week's lesson.
Closing: In this whole world, there is only one you. Yes, one YOU. YOU! Reading this right now! You are an amazing, unique person. YOU have a purpose and gifts and talents to offer this world to make it a better place. Now, smile and go put that goal into action! xoxo
Lesson for Week of April 14th: Coping with Emotions
YOU CAN SKIP TO THE VIDEO BELOW, IF YOU DON'T HAVE SOMEONE HANDY TO HELP YOU READ THE LESSON.
Objective: I will learn about handling emotions (Anxiety)
Materials: I will need to get paper and something to write with.
Can Do: After this lesson, I will be able to list (and practice) at least two things I can do to cope with things that are out of my control. (Things that may cause me anxiety or worry.)
Background: Having worries is OK. Everybody has worries. EVERYBODY! It's our brain's way of saying, "Hey, watch out!" But, when all we can think about is our worries and feel anxious, well then, we need to start doing some things to regain control. Our brain is sort of playing a trick on us; making us think we are helpless and have no control. Truth is, even though we might not be able to control our circumstances or situations, we can control how we respond and how we think about them. This, however, will take practice. Maybe lots and lots of practice! ...and that is totally okay. We are always Pattie Panthers and we do hard things. We never give up! Keep in mind, it is important to TALK to people we trust about how we feel. This actually helps our brain to process and make sense about things that are happening so we can learn how to handle them. Also, there are a couple of other things we can do to help ourselves too.
So what are those things? ....
Lesson: Watch the video by Counselor Keri. (See below to click on the video) While you are watching, I want you to think about:
(1) One or two things that you might be worried about. And then...
(2) LISTEN for the TWO things she is teaching you to do. (Spoiler Alert: Evaluate and Goals.)
Okay, go for it! You are ready to watch the video below. Then come back to the activities.
Activities: After the video, get your piece of paper and pen. WRITE down at least one or two things you are worried about. (If you can't think of anything, write something that might be angering you.) Next to each thing, evaluate your worry. That means write down if this is something you "can control" or "can't control"?
Next, write down a couple of goals to help your brain refocus so you don't keep thinking about worrying so much.