Touring+the+Building+and+Making+a+List+of+Safe+Adults

Patty Clem
 * Lesson: Touring the Building and Creating a list of Safe Adults**
 * Standards: 1C- Student demonstrates awareness of his/her external supports**
 * 3B-Student demonstrates consideration for others and a desire to positively contribute to the community**


 * Goal: Students will be able to…**
 * list 3 adults that are safe at school***
 * describe qualities of a role-model***
 * work cooperatively in a team***


 * Resources:**


 * Materials: Hug-a-planet, timer, pencil, notebook paper, high-lighters, clip boards, construction paper, markers**


 * Time: 65-75 minutes (This lesson may be done over two periods.)**


 * Vocabulary:**
 * Role-Model**


 * Have students gather in a quiet area and form a circle.**

(Whoever has the item speaks and all other participants are listeners.) State your name and one person that you like to spend time with. (5 min.)
 * Gathering-Go-round-** Remind students about the expectation for a go-round.
 * Agenda-Review the agenda and the SEL standards and goals to be addressed.**

“What is a role-model?” and “Who would you consider to be a role-model?” (2 min.) Share ideas whole group. Define the word role-model based on student responses. Answers can be listed on an anchor chart or white board. (3 min.) On the piece of notebook paper, tell students to list as many people that they know that are role-models or safe people they can talk to when they need help. Give examples like my mom, Mrs. Clem, Nurse Kelly etc. Have students list names independently. (2 min.) Model the structure called //Give One/Get One// with a student. Tell students to open up their papers. They will now get an opportunity to grow their list of role-models. On the //Get One// side of the paper, friends can give you new ideas. Meet a student in the middle of the room. Hold papers up so that students know you need a partner. When you find a partner, go to a quiet area and trade ideas. New ideas should be written on the //Get One// side. Thank your partner for their response, hold paper up, and get a new partner. (5 min.) Pass a highlighter to each student. Have them look closely over both lists and highlight all of the role-models that work at our school. Ask, “Do you think there are other people at school that should be on our list? Let’s go for a tour and write down some more names!” Collect highlighters and pass out clipboards. Pre-correct for quiet hall behavior. (Refer to hall behavior matrix.) Say, “We are going to go on a silent tour of our school. As we see adults, we will introduce our class and ask what their names and jobs are. If you feel like that person is a role-model, you can add them to the //Get One// list.” (15 minutes) we can turn to in need of help. Your team’s job is to create a poster that represents the role-models at Williwaw. You will have 15 minutes to create that poster as a team. Have #4’s retrieve the construction paper and #1’s retrieve the box of markers. You will also need to share your poster with the rest of the class. (15 min.)
 * Activity #1- Give One/Get One-**State, “Today we are going to start making a list of all kinds of people that are good role-models and safe people that can help us. We are going to start by making our own personal lists.” Pass out a piece of notebook paper to each student. Model folding paper lengthwise. (Hot-dog) Ask students to draw a line down the middle of the paper. On one side write the words //GIVE ONE// . On the other side write //GET ONE//. Fold the paper to see the words GIVE ONE. (3 min.)
 * Shoulder Partners**-Ask students to turn to a shoulder partner and respond to this prompt:
 * Activity #2-High lighting role models in our school**
 * Activity #3-**Create a Williwaw Role-Model Poster. Ask table teams to consolidate their lists into one list. Explain that it is important for all of us to have people in our lives that
 * Debrief** -Share posters with class when completed. Choose a representative to talk while the other team members support him/her by standing nearby. Discuss the similarities and differences. (10 minutes) Place posters around the room or in the hallway.
 * Assessment**-Students will respond to the three following question/statements. This can be done in writing or interview form. (5 minutes)
 * What is a role-model?**
 * Name three role-models or safe people at Williwaw.**


 * Give two examples of how you cooperated with your teammates.**