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Simone McMahan
November 8, 2011

Using Your Big Voice
Lesson Plan #11

Social Emotional Learning 3
rd
grade
Jenny McDonald Rabbit Creek Elementary

Anchorage School District Social Emotional Learning Guidelines for Educators:
Social and Emotional Learning (SEL) is the process through which we learn to recognize and
manage emotions, care about others, make good decisions, behave ethically and responsibly,
develop positive relationships, and avoid negative behaviors. It is the process through which
students enhance their ability to integrate thinking, Ieeling, and behaving in order to achieve
important liIe tasks. Within the school setting, SEL can best be accomplished through a layered
approach oI skills lessons, inIusion into the curricula and classroom practices, and an
environment oI saIety, respect, and caring which models SEL values.
1. Self-Awareness (I am): Recognizing who I am and how I am Ieeling relative to the world
around me.
1A. Students demonstrate awareness of their emotions. (I am aware of what I am
feeling.)
. Self-Management (I can): Managing my behavior in eIIective, constructive ways.
2A. Students demonstrate ability to manage their emotions constructivelyI can
responsibly manage my emotions.)
. Social Management (I will): Interacting in meaningIul, productive ways with others.
4C. Students demonstrate the ability to prevent, manage, and resolve interpersonal
conflicts in constructive ways. I will deal with interpersonal conflicts constructively.)

bjective: The students will be able to use their 'Big Voice to empower themselves to stand
up to a bullies in an assertive, eIIective and respectIul way.


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Materials:
O Shubert`s Big Voice by Dr. Becky A. Bailey and Leigh Ann Burdick

%ime Allowed: One 30 minute period

Assessment:
Pre-assessment - This is the second lesson in the Conscious Discipline/Social Emotional
Learning guidelines that Rabbit Creek Elementary has chosen to implement. In the previous
week, the students learned about techniques to deal with negative emotions. From the
results oI last week`s work, current student abilities were assessed and it was determined the
students are ready to move onto the next lesson which deals with empowering victims to
stand up assertively, eIIectively and respectIully to bullies in their lives. This technique is
called using their 'big voice.

Post-assessment During our discussion oI Schubert`s Big Voice, I will monitor their
participation in the discussion. I will also monitor their ability to pay attention and listen to
the story being read to them without being distracted by their neighbor. I will also assess
their participation in our discussion oI the book and its themes. The Iinal assessment will
take place during our role playing activity, where I will assess their participation and
willingness to work cooperatively to understand how they can use their own big voice to
stand up Ior themselves in tough situations.

Procedures:
1. I will have the students sit on the carpet at the Iront oI the room. We will discuss the
Social Emotional Learning lesson we had the week beIore that addressed how to deal
with negative emotions and to release them using the draining method, the balloon
method, and the S.T.A.R. (Stop, %ake a breath, And Relax) method. I will remind them
what those techniques look like and when they are appropriate to use.
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2. Next we will look at the book I am reading to them today, Shubert`s Big Voice. We will
look at the cover together and talk about what they think the story will be about. Once
we have discussed the cover Ior a Iew minutes, I will begin reading the story.
3. Shubert`s Big Voice is a story about a boy who is excited to meet his new teacher and
decides to bring her an apple to welcome her to the school. When Schubert gets to
school, a bully takes the apple away Irom him. Mrs. Bookbinder (the new teacher) shows
Schubert how to talk to the bully and ask Iirmly, yet respectIully, to return his apple to
him. Mrs. Bookbinder calls this using your 'big voice. Schubert is successIul in using
his big voice and gets the apple back.
4. Once I have Iinished reading the book to the students, I will ask them a series oI
questions to help them more Iully understand the message within the story. The
questions are:
Who were the characters involved in the story?
Was there a problem? What was the problem?
ow did each character Ieel?
Did they hurt each other? ow?
Did they do things that were helpIul? II not, what could they have done that
was helpIul?
Do you agree or disagree with how the characters acted?
ave you ever had things like this happen to you?
. Once we have discussed the book`s lessons, we will take a Iew minutes to role play
a Iew situations that could beneIit Irom students using their big voice to
communicate how they are Ieeling. I will ask Ior a volunteer to role play with me
Iirst, and I will model that I use a Iirm (not yelling) voice, look the person I am
talking to in the eyes, and tell them exactly how I am Ieeling about a situation. Once
the students have watched my interaction with a bully, I will ask Ior a Iew more
volunteers to role play situations where they can use their big voice.
. A Iew minutes beIore the lesson ends, we will review the essential concepts we
learned Irom Schubert and Mrs. Bookbinder. Each child must learn to use their big
voice in tough situations by standing up assertively, eIIectively and respectIully.
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Schubert`s words have power when he uses his 'big voice, and so can each student
in the class.

Guided or Independent Practice:
The students are encouraged to talk about the 'big voice lesson with their Iamily members and
discuss Iurther. They can role play how to deal with situations that may have occurred while at
school, but did not Ieel comIortable bringing them up in Iront oI their classmates.

Reflection:
1. What went well?

. What might I change?