You+are+Safe+You+are+Loved

[|http://www.lovingguidance.com]
 * Submitted by**: Kelley Carpenter
 * Resources:** __Conscious Discipline,__ Becky Bailey

Standard(s): 1C Student demonstrates awareness of their external supports. (I am aware of the supports I have around me.)1C, 2A Student demonstrates an ability to manage his/her emotions constructively.(I can responsibly manage my emotions.) 3B Student demonstrates consideration for others and a desire to positively contribute to his/her community. (I care about others and do my part to make my community better.) Chart Paper Markers - who they can go to for support when sad or angry. - ways to help themselves and others when we struggle with our feelings. - that our class is a safe place to be themselves. //This lesson should come after teaching elements of de-escalation (STAR, pretzel, balloon, drain).// Intro discussion by affirming the setting of our class family.
 * Materials:** __Shubert’s Helpful Day,__ Becky Bailey
 * Time:** 30 minutes
 * Goals:** Students will understand…
 * Describe Lesson Steps/Leading Statements:**
 * “Because we’re a class family, we know that we not only celebrate with each other but we also can lean on each other when we’re going through a hard time.** **Today we’re going to read a story about a friend called SHUBERT.** **He has many friends in his class that have learned how to help one another with the different tools that we’ve been learning about (above mentioned de-escalation strategies).** **Let’s read and find out how they work to use their tools to help a friend.”**


 * READ STORY

debrief-- It’s best while reading story to STOP and point out the different elements that are being reinforced: BIG voice, wishing a friend well, STAR, Safe Place, teaching “noticing” actions of student needing extra help.

After stopping along the way of reading, recap again at the end, brainstorming different ways to help our friends and ourselves when we’re trying to get control. Charting these with picture clues would be helpful and create something to refer to later. Through discussion, did students identify ways to help themselves or others de-escalate that were identified in the book? Ongoing, observe children when they begin to escalate and how they are able to implement the strategies taught.
 * Assessment(s):**