Lesson Plan #1: Chrysanthemum – Wilt and Bloom (beginning of the year)

Subject: SEL (Grades 1-3) | Unit: ELA/SEL

Learning Goals

• Recognize how words and actions affect others’ feelings.
  
  

• Understand how kind and unkind behaviors can make someone “bloom” or “wilt.”
  
  

• Reflect on personal experiences of feeling included or excluded.
  
  

Essential Questions

• How do our words and actions affect those around us?
  
  

• Why is kindness everyone’s responsibility?
  
  

• Why is honoring names and identities important?
  
  

SEL Competencies Integrated

• Self-Awareness: Recognize and name emotions; reflect on personal impact.
  
  

• Social Awareness: Develop empathy by understanding others’ feelings.
  
  

• Relationship Skills: Practice respectful communication and active listening.
  
  

• Responsible Decision-Making: Consider effects of behavior and choose kindness.
  
  

Lesson Activities

1. Warm-Up Discussion (5 min)
   Discuss times when words made students feel happy (“bloom”) or sad (“wilt”). Introduce these terms.

2. Read-Aloud (10-15 min)
   Read Chrysanthemum by Kevin Henkes. Pause to ask how characters feel and how kindness or teasing affected them.

3. Class Discussion (10 min)
   Create a T-chart of “Wilt” (unkind acts) vs. “Bloom” (kind acts). Connect story examples to students’ real-life experiences.

4. Worksheet Activity (15-20 min)
   Students draw and write about what makes them “wilt” and “bloom,” reflecting on personal feelings and behaviors.

5. Sharing & Wrap-Up (5-10 min)
   Volunteers share their worksheets. Reinforce the power of words and kindness. Close with the affirmation:
   “I have the power to help others bloom with my words and actions.”
   
   

Assessment

• Observe student participation in discussions and worksheet reflections for empathy and understanding.

• No formal summative assessment required.
  
  

Materials

• Chrysanthemum book or read-aloud video

• Chart paper or whiteboard

• “Bloom and Wilt” worksheet

• Crayons or pencils
  
  

Extension

• Invite students to write a personal story about their name and what it means to them, focusing on identity and respect.
  
  

Indigenous Perspectives

• Emphasize relational accountability, respect, kindness, and reciprocity as key to emotional wellness and community harmony.

Lesson Plan #2: The Name Jar – Identity and Belonging (The first term of school to explore identity and each others names)

Subject: SEL (Grades 3–5) | Unit: Identity, ELA/SEL

Learning Goals

• Understand that names carry personal, cultural, and family meaning.
  
  

• Reflect on their own name stories and how names shape identity.
  
  

• Respect and celebrate the diverse identities of peers.
  
  

• Express aspects of identity through writing and art.
  
  

Essential Questions

• What’s the story of your name?
  
  

• How do names connect us to culture, family, or history?
  
  

• Why is it important to say names correctly and with respect?
  
  

CASEL Competencies Integrated

• Self-Awareness
  Students explore personal identity and reflect on the significance of their name.
  
  

• Social Awareness
  Builds understanding and appreciation of others’ cultural backgrounds and name stories.
  
  

• Relationship Skills
  Encourages respectful communication, active listening, and empathy during class discussions and sharing.
  
  

• Responsible Decision-Making
  Students reflect on assumptions, stereotypes, and the importance of making inclusive, respectful choices.
  
  

Lesson Activities

1. Warm-Up (10 min)
   Pair share or journal: “What’s the story of your name?” to activate personal reflection.
   
   

2. Read-Aloud (15–20 min)
   Read The Name Jar by Yangsook Choi. Pause to discuss how Unhei feels, why she hides her name, and what changes her mind.
   
   

3. Class Discussion (10–15 min)
   Use guiding questions:
   
   

   • Why was Unhei unsure about her name?
     
     

   • What helped her feel proud of it?
     
     

   • What does this story teach us about assumptions and identity?
     
     

4. Creative Project – My Name Jar (20–25 min)
   Students complete a jar worksheet:
   
   

   • Write their name in the center and decorate it.
     
     

   • Choose and complete 4 sentence starters around the jar (e.g., “My name tells a story about…”).
     
     

   • Illustrate each section to express personal meaning.
     
     

5. Gallery Walk or Sharing Circle (10–15 min)
   Students share their jars with the class. Celebrate name stories and differences. Encourage them to bring jars home to continue the conversation with family.
   
   

Assessment

• Monitor student engagement and participation during discussions.
  
  

• Review “My Name Jar” worksheets for depth of reflection and connection.
  
  

• Optional: Have students complete a short exit slip about what they learned regarding names, identity, or assumptions.
  
  

Materials

• The Name Jar by Yangsook Choi (physical copy or video read-aloud)
  
  

• Chart paper or whiteboard
  
  

• “My Name Jar” worksheet
  
  

• Crayons, markers, pencils
  
  

• Optional: Home Name Research worksheet sent before the lesson
  Optional Home Connection

Send home a worksheet asking families to share stories behind their child’s name—its meaning, history, or special significance—to enrich the classroom activity.

Instructional Strategies

• Read-Aloud & Modeling
  
  

• Inquiry-Based Learning
  
  

• Creative Expression
  
  

• Student Voice & Choice
  
  

• Culturally Responsive Teaching
  
  

• Collaborative Sharing & Reflection

Lesson Plan #3: Exploring Ecosystems with Empathy and Observation (Integrated within Science and ELA). 

Grade Level: Grades 3–5 (adaptable)
Duration: One class block (45–60 min) or split into two sessions

Curriculum Focus

• Science: Biodiversity, Ecosystems (types, sizes, components)
  
  

• Language Arts: Vocabulary, Comprehension, Sentence Formation
  
  

• SEL Focus: Social Awareness, Self-Management, Empathy
  
  

Learning Objectives

Academic Objectives

• Identify and describe ecosystems and their living/non-living components.
  
  

• Understand and apply key ecosystem vocabulary.
  
  

• Observe and record details of a local ecosystem.
  
  

SEL Objectives

• Practice mindfulness and respectful behavior in shared environments.
  
  

• Demonstrate empathy for peers, community members, and animals.
  
  

• Collaborate thoughtfully and express curiosity constructively.
  
  

CASEL Competencies Integrated

• Self-Awareness
  Students recognize how their focus, behavior, and emotions influence their learning during observation activities.
  
  

• Self-Management
  Students regulate excitement and attention while outdoors, practice patience, and stay engaged in quiet observation.
  
  

• Social Awareness
  Students show empathy for animals and people in shared spaces, listen to peers’ perspectives, and respect the environment.
  
  

• Relationship Skills
  Collaboration and turn-taking during class discussion and partner work promote respectful interactions.
  
  

• Responsible Decision-Making
  Students consider the impact of their behavior on wildlife, classmates, and community members when engaging in the outdoor component.
  
  

Materials

• Ecosystem reading passage (scanned/projected)
  
  

• Highlighters or pencils
  
  

• Observation sheet
  
  

• Clipboards
  
  

• Walking permission forms
  
  

• Second adult for field trip support
  
  

Methodology

Part 1: Classroom (20–30 min)

1. Shared Reading & Vocabulary
   
   

   • Read and annotate the ecosystem passage together.
     
     

   • Highlight key terms like biome, microecosystem, living, non-living, habitat.
     
     

   • Co-construct definitions and use new terms in class-made sentences.
     
     

2. Guided Questions
   
   

   • “What is an ecosystem?”
     
     

   • “What sizes do ecosystems come in?”
     
     

   • “Can you name living and non-living things that work together?”
     
     

Part 2: Field Observation (30–45 min)

1. Prepare for the Walk
   
   

   • Discuss appropriate public and environmental behavior:
     
     

     • “How can we be kind to other trail users?”
       
       

     • “What does respect look like around animals like ducks?”
       
       

2. Observation at Local Duck Pond
   
   

   • Identify the ecosystem as a microecosystem.
     
     

   • Students quietly draw one living and one non-living thing working together.
     
     

   • Encourage thoughtful sharing:
     
     

     • “What’s working together in this pond?”
       
       

     • “What did you notice about the ducks?”
       
       

3. Wrap-Up Discussion
   
   

   • Share drawings and reflections.
     
     

   • Reinforce learning with prompts:
     
     

     • “How did your behavior help you observe more today?”
       
       

     • “How did you show respect—for nature, others, or yourself?”
       
       

Adaptations & Extensions

• Drawing-only option for students needing writing support
  
  

• Sentence starters or visuals for vocabulary support
  
  

• Peer buddy system for walking or reading
  
  

• Extension: Create a mini-observation book with labeled drawings
  
  

Assessment

Academic

• Participation in reading and discussion
  
  

• Comprehension of key terms
  
  

• Ecosystem drawing with labeled or detailed observations
  
  

SEL

• Observed behavior during walk (mindfulness, respect)
  
  

• Reflection responses and respectful peer engagement

Lesson Plan #3: Exploring Ecosystems with Empathy and Observation (Integrated within Science and ELA). 

Grade Level: Grades 3–5 (adaptable)
Duration: One class block (45–60 min) or split into two sessions

Curriculum Focus

• Science: Biodiversity, Ecosystems (types, sizes, components)
  
  

• Language Arts: Vocabulary, Comprehension, Sentence Formation
  
  

• SEL Focus: Social Awareness, Self-Management, Empathy
  
  

Learning Objectives

Academic Objectives

• Identify and describe ecosystems and their living/non-living components.
  
  

• Understand and apply key ecosystem vocabulary.
  
  

• Observe and record details of a local ecosystem.
  
  

SEL Objectives

• Practice mindfulness and respectful behavior in shared environments.
  
  

• Demonstrate empathy for peers, community members, and animals.
  
  

• Collaborate thoughtfully and express curiosity constructively.
  
  

CASEL Competencies Integrated

• Self-Awareness
  Students recognize how their focus, behavior, and emotions influence their learning during observation activities.
  
  

• Self-Management
  Students regulate excitement and attention while outdoors, practice patience, and stay engaged in quiet observation.
  
  

• Social Awareness
  Students show empathy for animals and people in shared spaces, listen to peers’ perspectives, and respect the environment.
  
  

• Relationship Skills
  Collaboration and turn-taking during class discussion and partner work promote respectful interactions.
  
  

• Responsible Decision-Making
  Students consider the impact of their behavior on wildlife, classmates, and community members when engaging in the outdoor component.
  
  

Materials

• Ecosystem reading passage (scanned/projected)
  
  

• Highlighters or pencils
  
  

• Observation sheet
  
  

• Clipboards
  
  

• Walking permission forms
  
  

• Second adult for field trip support
  
  

Methodology

Part 1: Classroom (20–30 min)

1. Shared Reading & Vocabulary
   
   

   • Read and annotate the ecosystem passage together.
     
     

   • Highlight key terms like biome, microecosystem, living, non-living, habitat.
     
     

   • Co-construct definitions and use new terms in class-made sentences.
     
     

2. Guided Questions
   
   

   • “What is an ecosystem?”
     
     

   • “What sizes do ecosystems come in?”
     
     

   • “Can you name living and non-living things that work together?”
     
     

Part 2: Field Observation (30–45 min)

1. Prepare for the Walk
   
   

   • Discuss appropriate public and environmental behavior:
     
     

     • “How can we be kind to other trail users?”
       
       

     • “What does respect look like around animals like ducks?”
       
       

2. Observation at Local Duck Pond
   
   

   • Identify the ecosystem as a microecosystem.
     
     

   • Students quietly draw one living and one non-living thing working together.
     
     

   • Encourage thoughtful sharing:
     
     

     • “What’s working together in this pond?”
       
       

     • “What did you notice about the ducks?”
       
       

3. Wrap-Up Discussion
   
   

   • Share drawings and reflections.
     
     

   • Reinforce learning with prompts:
     
     

     • “How did your behavior help you observe more today?”
       
       

     • “How did you show respect—for nature, others, or yourself?”
       
       

Adaptations & Extensions

• Drawing-only option for students needing writing support
  
  

• Sentence starters or visuals for vocabulary support
  
  

• Peer buddy system for walking or reading
  
  

• Extension: Create a mini-observation book with labeled drawings
  
  

Assessment

Academic

• Participation in reading and discussion
  
  

• Comprehension of key terms
  
  

• Ecosystem drawing with labeled or detailed observations
  
  

SEL

• Observed behavior during walk (mindfulness, respect)
  
  

• Reflection responses and respectful peer engagement

SEL Activity: Outdoor Belly Breathing for Calm and Focus

Grade Level: Adaptable (K–5)
Duration: 10–15 minutes
Setting: Calm outdoor space (field, garden, or shaded area)

Activity Overview

This mindfulness exercise teaches students a simple belly breathing technique to calm their nervous system, promote emotional regulation, and deepen awareness of their surroundings. Practicing outside enhances the experience with natural sounds and sensory grounding.

Learning Goals

• Practice a self-regulation strategy for stress and emotional overwhelm
  
  

• Strengthen body awareness through slow, focused breathing
  
  

• Cultivate a sense of calm and presence in nature
  
  

CASEL Competencies Integrated

• Self-Awareness
  Students tune into how their bodies feel and recognize signs of stress or calm.
  
  

• Self-Management
  Breathing practice builds strategies to manage anxiety, overstimulation, or frustration.
  
  

• Responsible Decision-Making
  Students begin to understand when and how to apply calming techniques on their own.
  
  

• Social Awareness (indirect)
  Respecting group quiet time and maintaining shared calm contributes to a peaceful environment.
  
  

Materials Needed

• None required
  
  

• (Optional) Towels, mats, or jackets for sitting or lying comfortably on the ground
  
  

• A quiet, safe outdoor space with room for all students
  
  

Activity Instructions

1. Find a Calm Space (2 min)
   
   

   • Guide students to spread out with enough room to lie down or sit comfortably.
     
     

   • Ask for quiet voices and still bodies.
     
     

2. Model the Technique (2–3 min)
   
   

   • Place one hand on your belly and one on your chest.
     
     

   • Breathe in slowly through the nose, letting only the belly rise.
     
     

   • Hold for 3 counts, then exhale gently through the mouth.
     
     

   • Repeat this rhythm together 4–5 times:
     “In… 2… 3… Out… 2… 3…”
     
     

3. Silent Practice (3–5 min)
   
   

   • Encourage students to listen to nature sounds (birds, wind, leaves) while continuing to breathe slowly.
     
     

   • Remind them this quiet helps both the mind and body relax.
     
     

4. Wrap-Up (2–3 min)
   
   

   • Brief reflection prompt:
     “How do you feel now compared to before we started?”
     
     

   • Optional: Invite students to share one word describing how their body or mind feels.