SOUL STRENGTH

STRENGTH TO ACHIEVE AIMS

MAY 2018, ACTIVITY 1

10 Min of Prep
TIME 55 Min Activity
EXTENSION &
5 Min Assessment DIFFERENTIATION
Listening Ear
MATERIAL PowerPoint
LIST  Stronger Together
guiding questions
Affirmation Bags 
5 color beads
Paraprofessionals
Self-Awareness
KEY Self-Management
TERMS Social Awareness 
Relationship Skills
Responsible Decision-
Making 

Explain
FACET
MEASURABLE OBJECTIVE

BACKGROUND Overview Summary 

Socal-Emotional learning
has gained the attention of
the nation and is becoming
a standard curriculum in
many states. Social-
Emotional learning has
become widely based on
the Collaborative for
Academic, Social,
and Emotional Learning
(CASEL). This activity is
intended to give students
opportunity to
identify their strengths and
weaknesses to prepare
them for a later activity of
identifing elements of
concern in others. 
A teacher once told me that
we can't fight bullying because
we don't have control over the
bullies. Instead, students need
to develop their own social-
emotional skills in order to
have a shield against bullying
and have a heart and soul
strong enough for activism.
While content area learning is
privileged in schools, social-
emotional curriculum is
expanding nationwide and is
particular important when
discussing the issue of school
shootings with students. 
In this activity,
students practice active
listening through a series of
questions and answers with a
partner. Students engage in
active listening as they walk
and talk about guiding
questions. Students then
affirm their peers through a
silent activity. Finally,
students blog video responses
about personal social-
emotional strengths and
weaknesses. 
SOUL STRENGTH
STRENGTH TO ACHIEVE AIMS

MAY 2018, ACTIVITY 1

Whistling Ears
Getting Started:

- Prepare to pair students, could be random, based on a
classroom partner predetermined procedure, or purposeful
based on your students.

- Prepare the guiding PowerPoint to be available for student
viewing 
.

Directions:

- Students are asked to face their partner with one partner
facing the PowerPoint as well. 
 SEASON'S GREETINGS | 1
- Teacher guides students through the 3-2-1 response format,
using the PowerPoint.
- Slide 1: 
         *3-2-1 Response Format: The initial speaker (partner           
          facing the Powerpoint) speaks for 3 minutes, the                 
    initial listener listens without speaking, then for 2                   
minutes the initial listener retells what they                               
remember from the initial speaker’s answer, then in the              
last 1 minute the initial speaker clarifies any                               
misunderstandings. 
- Slide 2: 3 SPECIALTY COFFEE DRINKS TO KEEP
YOU WARM | 2
         *Describe a childhood memory that is important to you. 
- Start the PowerPoint timer set for 3 minutes. 
- Initial Speaker speaks. 
- When the buzzer rings, start the timer for 2 minutes.
- Initial Listener response in summary of what the initial
speaker shared.
-When the buzzer rings, start the timer for 1 minute. 
- Initial Speaker clarifies any misunderstandings or confusion
the initial listener had.

- Have students switch positions in order for the other partner
to face the PowerPoint.

- Repeat the process with reversed roles. 
- Explain to students using the powerpoint that this question
was an example of self-awareness. Today you are asked
multiple questions in self-management, social awareness,
relationship skills, responsible decision-making. 

BEST GIFTS FOR THE COFFEE LOVER | 4

SOUL STRENGTH
STRENGTH TO ACHIEVE AIMS

MAY 2018, ACTIVITY 1

STRONGER TOGETHER
Before Starting:
- Ask administration approval to send students outside to walk around campus discussing guiding
questions for a set amount of time. (Your administration may trust your lesson planning decisions
but this helps you connect with the students later).

Getting Started:

- This activity calls for students to share personal information with their peers. Teachers may need
to provide extra support for students who do not have someone they trust in the class. This support
can be given by inviting paraprofessionals like school counselors to be paired with students.

- Through teacher discretion, some questions may be omitted
SEASON'S or writing
GREETINGS | 1 rather than given orally.
- Students are asked to find someone in the room they want to learn more about. 
 


Directions:

- Explain to students the level of importance of this activity: “Students, this next activity requires a great
about of trust in you. I have received approval from administration to allow you to walk around campus while
completing this activity. However, this activity is only be meaningful if you take it seriously and conduct
yourself in an appropriate manner. Do you think you can prove to the administration that my trust in you is
rightful?” 

- Explain to students they will be going on a personal journey with their partner: “Today, you will be
given a set of guiding questions and you and your partner will go on a walk, or find a place to settle away from
3 SPECIALTY
another set of partners to have your conversation. COFFEE
It is essential that DRINKS
you use your TO KEEP
active listening skills we’ve
YOU WARM | 2
practiced to truly hear what your partner shares. Remember you are in charge of answering the questions so
you can share as much or as little as you wish, but I encourage you to open up with each other.”  

- Hand out the Strong Together guiding questions.
- Give students time to find their partners (emphasize the use of paraprofessionals if you were able
to recruit their support).

- Remind students they are being entrusted with this activity and that they must stay away from
other partners. Give students a boundary in which they must stay in when walking around. 

- Inform students of the timing: “I will be walking around and will call you in when it is time to finish,
please focus on your conversations and not the time limit.” 

- Send students out on their way
- Set a timer for 25 minutes and give students a 5-minute warning before calling them in.
- After returning to the classroom, use the stick-it ticket to have students write what they learned
from their partner in regard to self-awareness, self-management, social awareness, relationship
skills, and responsible decision-making.

Guiding Questions
What is the strongest emotion you feel? When did you feel it and why?
If you are having a bad day, how will others around you know? How can they help you?
Have you ever been in or are you in an unhealthy friendship? How did others help you to overcome this?
Describe a time you made a responsible decision, what was it and did others notice?
Think of a time when you made a bad situation good. What changes did you make? Did others help you? How?
SOUL STRENGTH
STRENGTH TO ACHIEVE AIMS

MAY 2018, ACTIVITY 1

Armed to Affirm
Getting Started:

- Give each student a paper bag (or create boxes out of scratch
paper)
- Have each student write their name is big bold writing for
everyone to easily see.
 


Directions:

- 5 bowls are filled - each with a different colored bead 
- Inform Students: “I have 5 bowls of different colored beads on the
table and would like for you to provide positiveSEASON'S
feedback to others in te
GREETINGS |1
class. Each bead represents a social emotional skill. Walk around the
room to your peers bags and place the colored bead that represents their
strength.”
   *Teacher should also participate in the activity and give beads 
     to those whom others may not know their strengths. 
   *Teacher may desire to play background music to curve the   
     silence of the activity. 

3 SPECIALTY COFFEE DRINKS TO KEEP

YOU WARM | 2

OPTIONAL SWITCH: Change beads to notes of love.

WARNING: Inappropriate notes possible

Sentence Starters for Affirmations

I really appreciate it when you ....  END
ACTIVITY
I am thankful for you because...

I love that you....

I think you are.... 1

The world is a better place because you....
SOUL STRENGTH
Finding Strength to Achieve Aims

MAY 2018, ACTIVITY 1

Formal Assessment
Beads, Body, Brain
PREPARTION
- Students are seated in groups of four, with a small bowl
- Each student is given 5 different colored beads
- Each bead color represents a different element of social-emotional learning (self-
awareness, self-management, social awareness, relationship building, and
responsible decision-making) - show PPT from Armed to Affirm

DIRECTIONS
With your 5 beads in hand, hold on to your the beads colors that represent your
weakness and place the beads that represent your strengths in your table's bowl.

GUIDING DISCUSSION QUESTIONS

Posting the questions for students to read, guide them - one question at a time in
answering these questions.
1. What colors are present in your tables bowl?
2. Why did each of you choose those strengths to contribute?
3. How can others help support you with your weakness?

Answers Students May Generate

1. What colors are present in your tables bowl?
We have all 4 blues, which means we each find a strength in social awareness.
2. Why did each of you choose those strengths to contribute?
I choice to put my green bead in the bowl because I have really good friendships
and I pay attention to my friends needs knowing when they have a good/bad day
3. How can others help support you with your weakness?
I didn't put the green bead in because I have trouble making friends and
communicating with others. You could support me by telling me if I'm being rude.
SOUL STRENGTH
Finding Strength to Achieve Aims

MAY 2018, ACTIVITY 1

Formal Assessment
Beads, Body, Brain
PEER-ASSESS RUBRIC
After discussing, have students complete peer assessment silently.
Stronger Together Guiding Question
• What is the strongest emotion you feel? When did you feel it and why?
• Have you ever been in or are you in an unhealthy friendship? How did you come to realize it was
unhealthy?
• Describe a time you make a responsible decision, what was it and why did you make it?
• Think of a time when you make a bad situation good. What changes did you make?

Stronger Together Guiding Question

• What is the strongest emotion you feel? When did you feel it and why?
• Have you ever been in or are you in an unhealthy friendship? How did you come to realize it was
unhealthy?
• Describe a time you make a responsible decision, what was it and why did you make it?
• Think of a time when you make a bad situation good. What changes did you make?

Stronger Together Guiding Question

• What is the strongest emotion you feel? When did you feel it and why?
• Have you ever been in or are you in an unhealthy friendship? How did you come to realize it was
unhealthy?
• Describe a time you make a responsible decision, what was it and why did you make it?
• Think of a time when you make a bad situation good. What changes did you make?

Stronger Together Guiding Question

• What is the strongest emotion you feel? When did you feel it and why?
• Have you ever been in or are you in an unhealthy friendship? How did you come to realize it was
unhealthy?
• Describe a time you make a responsible decision, what was it and why did you make it?
• Think of a time when you make a bad situation good. What changes did you make?

Stronger Together Guiding Question

• What is the strongest emotion you feel? When did you feel it and why?
• Have you ever been in or are you in an unhealthy friendship? How did you come to realize it was
unhealthy?
• Describe a time you make a responsible decision, what was it and why did you make it?
• Think of a time when you make a bad situation good. What changes did you make?

Stronger Together Guiding Question

• What is the strongest emotion you feel? When did you feel it and why?
• Have you ever been in or are you in an unhealthy friendship? How did you come to realize it was
unhealthy?
• Describe a time you make a responsible decision, what was it and why did you make it?
• Think of a time when you make a bad situation good. What changes did you make?

 YES MOSTLY NO DESCRIPTIONS
√ √ √ DOES YOUR GROUP MEET THESE EXPECTATIONS?
Everyone is out group was able to name what the colored beads
represent in Social-Emotional Learning.
Everyone in our group was able to explain in verbal, complete
sentences why they choose the strengths they did to contribute to the
bowl.
Our group is able to describe how others can help us with our
weaknesses.
If you said mostly or
no to any of the
above questions,

explain why.


YES MOSTLY NO DESCRIPTIONS
√ √ √ DOES YOUR GROUP MEET THESE EXPECTATIONS?
Everyone is out group was able to name what the colored beads
represent in Social-Emotional Learning.
Everyone in our group was able to explain in verbal, complete
sentences why they choose the strengths they did to contribute to the
bowl.
Our group is able to describe how others can help us with our
weaknesses.
If you said mostly or
no to any of the
above questions,

explain why.


YES MOSTLY NO DESCRIPTIONS
√ √ √ DOES YOUR GROUP MEET THESE EXPECTATIONS?
Everyone is out group was able to name what the colored beads
represent in Social-Emotional Learning.
Everyone in our group was able to explain in verbal, complete
sentences why they choose the strengths they did to contribute to the
bowl.
Our group is able to describe how others can help us with our
weaknesses.
If you said mostly or
no to any of the
above questions,

explain why.