Introduce yourselves to the group stating your name and something interesting about you.
Invite participants to sit around the table/or on the floor in a circle, give each participant some playdough and ask each participant to say their name and share with the group one of their hobbies. Complete and hand out the nametags.
Time: 7 to 10 minutes
|Introduce the BoF Workbook
Hand each participant their own workbook, allow for some exploration. Direct participant to write their names on the first page. Explain that this is their very own workbook and that as a group we are going to get ready and complete many fun activities.
But before you start with story one, ask the participants to complete the self-assessment, located at the very end of the workbook. Explain this is to record how they rate their social-emotional skills today.
|7-10||Pens and glue|
|Six to Nine
|Introduction of Chapter 1
Ask the participants to turn to page 6/7 and read aloud the different questions. Ask participants to contemplate quietly each question. Ask for some quick answers, listen attentively and record some of the answers on the whiteboard or butcher paper.
Head to page 8 and 9. Read each question out loud once.
How do you feel when you meet someone new? How is it different then when you meet someone you know?
You can also focus on social awareness by encouraging an appreciation of diverse perspectives. This can be achieved by inviting participants to describe or highlight the differences between themselves and others in the group and/or community. For example:
You can also focus on social management by exploring how we may communicate differently with people we know and people we don’t.
Now it is time to introduce the 4 characters and set the scene by reading pages 10 to 14. After reading each page, stop to quickly reflect on the information provided. For this section of the story, focus on the personal details of character while asking participants to share something about themselves. For example:Do you have any pets? How do you get to school? Is there anything you like to collect? How would you describe yourself?
|Project: Greetings – Acknowledging and Meeting People
The next activity is the first one involving group cooperation. Start by explaining the activity in general and help participants to prepare by reviewing all the materials you will require to complete this task.
Encourage participants to check in with each to make sure they have everything they need and if help is needed. You may delegate this task for a participant (this can be a useful way to manage behaviour issues ). Model this with an example:
Are you ok? Do you need anything else?
It is ok to allow participants to explore the upcoming pages as they review the instructions.
What are the positive consequences of greeting people regularly around town?
Focus on social management by encouraging and practicing decision making when the pair or group can’t agree on a choice?
After reading each page, stop to quickly reflect on the information provided. For this story, focus on the emotions the Quirky Lane Kids experience when they meet the new student. Talk about their individual reactions. Ask:How do you react to meeting a new person in school? Do you get easily excited or shy? How do you think the new student may be feeling? How can you tell?Take this opportunity to discuss what inclusive behaviour looks like. Do you often include others in your group? Ask participants for suggestions of ways to include a new person (e.g. introducing names, ask questions to get to know them better, use open body language and positive facial expressions). Record and keep answers for future reference. Focus on self-awareness by asking participants to reflect on an instance when they have been included to a group or not included.
What have you learned from those experiences? Did you considered trying something different next time?
|Role Play: How to Start a Conversation
In general you can focus on social awareness during this activity by helping participants to understand how relationships work, how we can care for others and how conversation skills can help us to make and keep friends.
What is the most courageous thing you have ever done?
Next, turn your attention to page 29. Read out the method, stopping occasionally after a each step to ask relevant questions. You can demonstrate or role play each of the steps along the way. You can also invite volunteers to play our individual steps.
Do you think other people feel this way when they start conversations? How do you know when to stop talking and let the other person speak?
After Step 2 ask:
Read aloud the scenario 1. Give each participant time to write their answer or discuss as a group. After writing or discussing answers, encourage students to pair up and role-play this scenario. Focus on self-awareness by encouraging participants to describe personal interests, skills and achievements ask:
Repeat with Scenario 2 and as you complete this scenario, focus on self-management by highlighting how each participant is becoming more confident, more resilient and adaptable as we practice more.
How would you feel if the person didn’t want to talk to you or if conversation didn’t go to plan?
Repeat with scenario 3 and focus on social management by practicing a ‘to-and-fro’ conversation to better understand the importance of turn-taking, listening, eye contact and staying ‘on topic’.
Turn to page 32. After reading each page, stop to quickly reflect on the information provided. For this section, focus on self-awareness by recognizing the emotions that may be present when being in a new environment with new people and how they compare with peers.How do you think it would feel to be at a new school? Why did Coco’s ears turn bright red (page 35)? How does your body react when you are embarrassed? It is useful to draw on the butcher paper a picture of your body and record how individual emotions are displayed on your body when, from example, participants feel fear/angry/embarrassed.Focus on social awareness and social management by encouraging participants to think of ways they can care for others and how to include new friends and how to cooperate to make things better for everyone.
Has anyone in this group moved to a new school?
How could you help a new person to feel comfortable during this situation? What can you do if you see someone you know, not being inclusive ror nice to someone new?