Lesson Health – Second Step (How to Rethink) Date November 24, 2022

Title/Focus

Subject/Grade Grade 4 Time 20 Minutes

Level Duration

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

● Character Development: Exploration of life opportunities and virtues develops resilience

General Learning Outcomes: and personal talents and promotes lifelong learning.

 Describe strategies that support resilience.

Specific Learning Outcomes:  Examine how challenging situations can involve perseverance.

LEARNING OBJECTIVES

By the end of the lesson, students will be able to:

● Students will be able to practice the rethinking strategy.
● Students will be able to identify positives in seemingly negative scenarios.

ASSESSMENTS (How I will know students have achieved the objective(s)

 Question/Answer:
- Students will answer a series of questions, I will take time to listen to partners answers and assess their understanding by
use of correct terminology (rethink, coming up with simple solutions, etc.).
 Observation:
- I will circulate the classroom and listen in on partnerships and their answers to questions as well as their role playing. I
am looking for participation by everyone as well as ensure everyone is on task.

PRIOR TO LESSON/PREP MATERIALS AND EQUIPMENT

● Print off hand-out ● Smartboard

● Second Step materials
● Pencils
● Whiteboard
● Marker

PROCEDURE

Introduction 3 mins.

Hook: Brain Builder: (Video) 3 mins.

● Let’s warm up our brains with a Brain Builder: Level 1 of Shape Moves!
● Have students stand where they have room to spread their arms wide. Play video and
observe how many can successfully do the challenge.

Key Questions: ● Who remembers what “rethink” means? N/A

● How is rethinking helpful?
● What questions did you hear?
 ● What happened?
● Has this happened to anyone else?
● What’s something good that happened?

Transition/ ● Last time, we talked about rethinking. There are some situations, like when someone is <1 min.
Expectations: hurt or in danger, when rethinking isn’t helpful. In those situations, it’s important to ask
an adult for help. But rethinking can work for smaller problems. Today, we’ll practice
rethinking simple situations, like making a mistake or losing a game.

Body 17 mins.

Learning  Practice Activity: 12 mins.

Activity 1 - Students will need paper and pencil. Have chart paper or a place on the board
available to write on when the video ends.
- Let’s revisit Mariah’s story. Last time we focused on what Mariah was thinking and
feeling. This time, pay attention to the questions her sister asks her to think about
and write them down.
- Play video, then call on 2–3 volunteers for each question.
1. What questions did you hear?
2. What happened?
3. Has this happened to anyone else?
4. What’s something good that happened?
- Write these questions on the board or chart paper.
- Let’s talk about the question “What happened?” Kate encourages Mariah to focus
on facts instead of imagining what her teammates are saying about her.
5. What did Mariah seem most worried about? Team hates her. She let them down.
6. What are the facts? She missed a ball. Her team lost. No one said she should quit.
7. How did that question help Mariah? Things she worried about didn’t happen.
8. Let’s look at the question “Has this happened to anyone else?” How do you think
this question helped Mariah? She didn’t feel so bad.
9. It gave her a different way to think about a missed ball. It’s something that happens
in every soccer game.
 Kate also asked, “What’s something good that happened?” How did that question help
Mariah? She saved other tough goals. She likes playing with her teammates.
 This question is really important. It helps Mariah think about the things she loves about
soccer and not get stuck in the moment of losing the game.

Learning  Check 5 mins.

Activity 2 - Pair students as Partner A and Partner B. Give each pair a handout.
- Read each situation and choose one to role-play with your partner. One partner will
be the person in the story. The other will ask questions to help them rethink the
situation. When you’re done, choose a new story and switch roles.
- Support students by asking:
1. What happened in the story? What are the facts vs. opinions?
2. Has something like this ever happened to you? What did you do?
3. Could anything good come from this? Or could you learn from this?
- Rethinking can help us see situations in a new way and can change the way we feel
about them. You can rethink on your own, or with someone you trust.

Closure <1 min.

Consolidation ● Grade 4s, to infinity… thank you for your participation! I now need you to put your pencils <1 min.
of Learning and journals away. I want you to remember what FAIL means… First Attempt In Learning.
By remembering this we can develop resilience. Explain resilience.

Transition to ● Now, grade 4s I need you to begin your end of day clean-up. <1 min.
next lesson

Sponge: What can students work on if done

Differentiation:

Reflection: