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lenny

Life Skill Stars

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R Silva

Tier 1

Lesson Plan

Session 1 Lesson Plan

Students will learn to recognize and name their emotions and personal strengths through interactive activities and a guided reflection worksheet.

Developing self-awareness helps students understand and manage their feelings, build confidence, and form positive relationships in and out of the classroom.

Audience

3rd Grade

Time

30 minutes

Approach

Hands-on activities and guided reflection

Materials

  • Self-Awareness Reflection Worksheet, * Mirrors (one per pair), * Chart Paper and Markers, * Emotion Cards (printed set), and * Sticky Notes (3 per student)

Prep

Prepare Session Materials

5 minutes

  • Print enough copies of Self-Awareness Reflection Worksheet for each student.
  • Gather mirrors and emotion cards; place one mirror per student pair.
  • Set up chart paper and markers at the front of the room.
  • Distribute three sticky notes to each student.
  • Review the worksheet prompts to ensure smooth facilitation.

Step 1

Introduction & Icebreaker

5 minutes

  • Greet students and introduce the concept of self-awareness: knowing our feelings and traits.
  • Form a circle and pass a soft ball; when a student catches it, they share their name and one word that describes themselves (e.g., “kind,” “curious”).
  • Continue until all students have participated.

Step 2

Mirror Expression Activity

7 minutes

  • Have students pair up and give each pair one mirror.
  • Partner A makes a facial expression (happy, sad, surprised); Partner B looks in the mirror and mimics the expression.
  • After 1 minute, switch roles so each student practices both making and reading expressions.
  • Encourage students to name each emotion aloud.

Step 3

Emotion Observation & Discussion

6 minutes

  • Bring students together by the chart paper and markers.
  • Ask pairs to share which facial expression felt easiest or hardest to imitate.
  • As each student shares, write their ideas under headings on the chart paper (e.g., “Happy,” “Sad,” “Surprised”).
  • Discuss why recognizing our own emotions is important for making choices.

Step 4

Reflection Worksheet

8 minutes

  • Hand out the Self-Awareness Reflection Worksheet.
  • Instruct students to complete prompts such as “When I feel ____, my body feels ____” and “One thing I like about myself is ____.”
  • Circulate to support students and clarify prompts as needed.

Step 5

Closing & Share Out

4 minutes

  • Invite a few volunteers to share one insight from their worksheet.
  • Reinforce that noticing our feelings and strengths helps us learn and get along with others.
  • Collect worksheets for review and provide positive feedback next session.
lenny

Slide Deck

Life Skill Stars: Session 1 – Self-Awareness

Welcome! Today we’ll learn to recognize our feelings and personal strengths to become more confident and caring learners.

Welcome everyone! Introduce yourself and explain that today is the first session of our Life Skill Stars course, focused on self-awareness. Encourage excitement and curiosity.

Today’s Objectives

By the end of this session, students will be able to:

  1. Name at least three emotions they feel.
  2. Identify one personal strength.
  3. Understand why noticing feelings helps us make good choices.

Read through the objectives aloud and engage students by asking them why they think each objective is important.

Why Self-Awareness Matters

• Helps us manage our emotions
• Builds confidence and self-respect
• Improves how we relate to classmates and friends

Discuss why self-awareness matters. Share a quick personal example of noticing your own emotion and making a choice.

Materials

• Mirrors (one per pair)
• Emotion Cards (printed set)
• Chart Paper & Markers
• Sticky Notes (3 per student)
• Self-Awareness Reflection Worksheet

Show each material as you mention it. Pass around a mirror so students see one if needed.

Session Agenda

  1. Icebreaker: Name & Trait (5 min)
  2. Mirror Expression Activity (7 min)
  3. Emotion Observation & Discussion (6 min)
  4. Reflection Worksheet (8 min)
  5. Share Out & Closing (4 min)

Briefly go over the timing for each segment so students know what to expect.

Icebreaker: Name & Trait

• Form a circle and pass a soft ball.
• When you catch it, say your name and one word that describes you (e.g., “kind,” “curious”).
• Continue until everyone has shared.

Pass the soft ball around the circle. Encourage each student to say their name and a self-descriptive word.

Mirror Expression Activity

  1. Pair up and take one mirror per pair.
  2. Partner A makes an expression (happy, sad, surprised).
  3. Partner B uses the mirror to mimic the expression.
  4. Switch roles after 1 minute.
  5. Say the emotion aloud.

Model one expression with a volunteer. Remind students to name the emotion aloud after mimicking it.

Emotion Observation & Discussion

• Share which expressions felt easiest or hardest to imitate.
• Write student ideas under headings (Happy, Sad, Surprised).
• Discuss: Why is recognizing our own feelings important?

Gather students by the chart paper. Prompt pairs to share and record responses under emotion headings.

Reflection Worksheet

• Hand out the Self-Awareness Reflection Worksheet.
• Complete prompts such as:
– “When I feel ____, my body feels ____.”
– “One thing I like about myself is ____.”

Distribute the worksheets and explain each prompt. Circulate and help students as needed.

Share Out & Closing

• Ask for volunteers to share one insight from their worksheet.
• Reinforce that noticing our feelings helps us learn and get along with others.
• Collect worksheets and give positive feedback.

Invite volunteers to share one insight. Reinforce key learning and preview next session on empathy.

lenny

Worksheet

Self-Awareness Reflection Worksheet

Name: ________________________ Date: _______________

Instructions: Answer each question by writing or drawing. Use complete sentences when writing.

  1. When I feel ________, my body feels ________.



  2. When I feel ________, I think ________.






  3. One thing I like about myself is ________. Explain why you like this about yourself:









  4. List three emotions you know and write a time when you felt each one:

  • Emotion 1: ________; When I felt it: ________







  • Emotion 2: ________; When I felt it: ________







  • Emotion 3: ________; When I felt it: ________







  1. Draw a picture of a time you felt proud of yourself. Then write one sentence describing what happened.













    Sentence: __________________________________________________________



Great job! Remember, noticing how you feel and what makes you special helps you understand yourself better.

lenny
lenny

Lesson Plan

Session 2 Lesson Plan

Students will practice empathy by identifying and understanding others’ feelings through a shared story, role-play scenarios, and a guided reflection worksheet.

Empathy helps students build caring relationships, resolve conflicts, and support classmates by understanding feelings and perspectives.

Audience

3rd Grade

Time

30 minutes

Approach

Storytelling, role-play, guided reflection

Materials

  • Empathy Reflection Worksheet, * Empathy Role-Play Cards (printed set), * Storybook on Empathy (e.g., 'The Invisible Boy'), and * Chart Paper and Markers

Prep

Prepare Empathy Materials

5 minutes

  • Print enough copies of Empathy Reflection Worksheet for each student.
  • Gather the Empathy Role-Play Cards and choose a short empathy-focused storybook (e.g., 'The Invisible Boy').
  • Place chart paper and markers at the front of the room.
  • Review the story and skim through role-play cards to ensure smooth facilitation.

Step 1

Introduction & Story Time

6 minutes

  • Gather students on the reading rug and introduce the word “empathy.”
  • Read the chosen storybook, pausing to ask, “How do you think this character feels?” and “What makes you say that?”
  • Record key feelings and reasons on chart paper under headings “Character” and “Feeling.”

Step 2

Perspective-Taking Activity

7 minutes

  • Pair students and give each pair one role-play card describing a school scenario (e.g., a friend who was left out).
  • Partner A reads the scenario and tells Partner B how they think the character feels and why.
  • Switch roles so each student practices naming feelings and supporting evidence from the scenario.
  • Invite a few pairs to share their insights with the class.

Step 3

Role-Play Scenarios

8 minutes

  • Select 2–3 new scenarios from the Empathy Role-Play Cards for volunteers to act out in front of the class.
  • After each role-play, ask classmates:
    • “What did you notice about how the character felt?”
    • “What could a friend say or do to help?”
  • Record students’ ideas on chart paper under “Helpful Responses.”

Step 4

Reflection Worksheet

7 minutes

  • Hand out the Empathy Reflection Worksheet.
  • Instruct students to complete prompts such as “I noticed someone felt ____ when ____” and “One thing I can say to help is ____.”
  • Circulate to support students and clarify prompts as needed.

Step 5

Closing & Share Out

2 minutes

  • Invite a few volunteers to share one reflection from their worksheet.
  • Reinforce that noticing how others feel and offering help makes our classroom a caring community.
  • Collect worksheets for review and praise students’ empathy efforts.
lenny

Slide Deck

Life Skill Stars: Session 2 – Empathy

Today we’ll practice understanding how others feel and learn ways to show we care.

Welcome everyone! Introduce yourself and explain that today is our second session of Life Skill Stars, focused on empathy. Encourage curiosity about others’ feelings.

Today’s Objectives

By the end of this session, students will be able to:

  1. Define empathy.
  2. Identify how a character in a story feels and why.
  3. Suggest helpful responses to support others’ feelings.

Read the objectives aloud. Ask students why they think each objective is important for a caring classroom.

Why Empathy Matters

• Helps us build caring relationships
• Reduces conflict and loneliness
• Makes our classroom a supportive community

Explain that empathy helps us build friendships and solve conflicts. Share a brief example of when someone showed you empathy.

Materials

• Storybook on Empathy (e.g., “The Invisible Boy”)
• Empathy Role-Play Cards
• Chart Paper & Markers
• Empathy Reflection Worksheet

Show each item as you mention it and explain how it will be used.

Session Agenda

  1. Introduction & Story Time (6 min)
  2. Perspective-Taking Activity (7 min)
  3. Role-Play Scenarios (8 min)
  4. Reflection Worksheet (7 min)
  5. Share Out & Closing (2 min)

Briefly overview the timing for each segment so students know what’s coming.

Introduction & Story Time

• Read the empathy story, pausing to ask:
– “How do you think this character feels?”
– “What makes you say that?”
• Record character names and feelings on chart paper.

Gather students on the reading rug. Show the cover of the storybook and introduce the word “empathy.”

Perspective-Taking Activity

  1. Pair up and take one role-play card.
  2. Partner A reads scenario and names the character’s feeling and why.
  3. Switch roles so both practice.
  4. Invite pairs to share their insights.

Explain the purpose of the role-play cards. Model one example with a volunteer.

Role-Play Scenarios

• Volunteers act out 2–3 scenarios.
• After each, ask classmates:
– “What did you notice about how the character felt?”
– “What could a friend say or do to help?”
• Record helpful responses on chart paper.

Select a few volunteers to act out new scenarios. Encourage classmates to observe and respond.

Reflection Worksheet

• Hand out the Empathy Reflection Worksheet.
• Complete prompts such as:
– “I noticed someone felt ____ when ____.”
– “One thing I can say to help is ____.”

Distribute the empathy worksheets and explain each prompt. Circulate to support students.

Share Out & Closing

• Ask for volunteers to share one reflection from their worksheet.
• Reinforce: Showing empathy makes our classroom kinder.
• Collect worksheets and give positive feedback.

Invite a few students to share one reflection. Praise their empathy ideas and remind them they can use empathy every day.

lenny

Worksheet

Empathy Reflection Worksheet

Name: ________________________ Date: _______________

Instructions: Think about the story, role-plays, or real-life moments when someone needed empathy. Use complete sentences and draw when asked.

  1. I noticed someone felt ________ when ________.






  2. One thing I can say or do to help is ________.






  3. Draw a picture of a time you helped someone feel better. Then write one sentence describing what you did:













    Sentence: __________________________________________________________



  4. Why do you think empathy is important? You can write words or draw your idea below:








Great work! Remember, noticing how others feel and showing you care makes our classroom—and our world—a kinder place.

lenny
lenny

Lesson Plan

Session 3 Lesson Plan

Students will develop clear and respectful communication skills by practicing active listening, message clarity through a telephone game, and scenario-based role-play, followed by reflection.

Strong communication helps students express ideas, understand peers, and reduce misunderstandings to foster a supportive classroom environment.

Audience

3rd Grade

Time

30 minutes

Approach

Interactive games and guided reflection

Materials

  • Communication Reflection Worksheet, * Small Soft Ball (for Telephone Game), * Communication Scenario Cards (printed set), and * Chart Paper and Markers

Prep

Prepare Communication Materials

5 minutes

  • Print enough copies of Communication Reflection Worksheet for each student.
  • Create or gather Communication Scenario Cards with everyday school scenarios.
  • Select a small soft ball for the Telephone Game.
  • Place chart paper and markers at the front of the room.
  • Review scenario cards and worksheet prompts to ensure smooth facilitation.

Step 1

Introduction & Active Listening Warm-Up

5 minutes

  • Greet students and introduce the concept of effective communication: clear speaking and active listening.
  • Conduct a quick “pair-share”: In pairs, Student A shares their favorite hobby while Student B listens without interrupting. Then switch roles.
  • Ask volunteers to share how it felt to be listened to and to listen.

Step 2

Telephone Game

7 minutes

  • Have students form a circle and give the soft ball to one student.
  • Student A whispers a short message to Student B while gently tossing the ball; B passes to C, and so on.
  • After the message goes all around, compare the final message to the original.
  • Discuss why messages can change and how clarity and listening help prevent misunderstandings.

Step 3

Communication Scenario Role-Play

8 minutes

  • Divide students into small groups and give each group a Communication Scenario Card (e.g., asking for help, giving feedback).
  • Groups plan a short role-play demonstrating both unclear and clear communication.
  • Invite groups to perform for the class.
  • After each role-play, ask classmates:
    • “What made communication unclear or clear?”
    • “How did body language or tone help?”
  • Record best strategies on chart paper.

Step 4

Reflection Worksheet

7 minutes

  • Hand out the Communication Reflection Worksheet.
  • Instruct students to complete prompts such as “One way I showed good listening was ____” and “One thing I can do to speak more clearly is ____.”
  • Circulate to support students and clarify prompts as needed.

Step 5

Closing & Share Out

3 minutes

  • Invite a few volunteers to share one insight from their worksheet.
  • Reinforce that practicing clear speech and active listening builds understanding and friendship.
  • Collect worksheets for review and provide positive feedback next session.
lenny

Slide Deck

Life Skill Stars: Session 3 – Communication

Let’s learn how to speak clearly and listen actively so we understand each other and work together as friends.

Welcome everyone! Today is Session 3 of Life Skill Stars. Explain that we’ll focus on communication—both speaking clearly and listening well. Encourage students to think of times when talking or listening helped them.

Today’s Objectives

By the end of this session, students will be able to:

  1. Practice active listening.
  2. Explain how messages can change and why clarity matters.
  3. Demonstrate clear communication in role-play scenarios.

Read each objective aloud. Ask students why speaking clearly and listening might help them at school and with friends.

Why Communication Matters

• Helps us express ideas and needs clearly
• Builds trust and friendship
• Prevents misunderstandings and conflicts

Explain that good communication helps us share ideas, avoid confusion, and solve problems together. Share a quick story: “Yesterday, I asked for help but mumbling made it hard to understand me!”

Materials

• Small Soft Ball (for Telephone Game)
• Communication Scenario Cards
• Chart Paper & Markers
• Communication Reflection Worksheet

Show each item as you mention it and explain how it will be used.

Session Agenda

  1. Active Listening Warm-Up (5 min)
  2. Telephone Game (7 min)
  3. Scenario Role-Play (8 min)
  4. Reflection Worksheet (7 min)
  5. Share Out & Closing (3 min)

Briefly walk through each part so students know what to expect.

Introduction & Active Listening Warm-Up

• Pair up with a classmate.
• Student A shares their favorite hobby while B listens without interrupting.
• Switch roles and repeat.
• Volunteers share how it felt to listen and be listened to.

Demonstrate pair-share: one student speaks, one listens without interrupting. Encourage friendly eye contact and nods.

Telephone Game

  1. Form a circle and hold the soft ball.
  2. Student A whispers a short message to B and gently tosses the ball.
  3. Continue around the circle until it returns to A.
  4. Compare the final message to the original.
  5. Discuss why messages change and how to keep them clear.

Explain whispering rules and gentle toss. Model one round with a volunteer to illustrate how messages can change.

Communication Scenario Role-Play

• In groups, read your scenario card (e.g., asking for help).
• Plan two short role-plays: one unclear and one clear.
• Perform for the class.
• After each, classmates discuss:
– What made communication unclear or clear?
– How did tone or body language help?

Divide students into small groups and hand out scenario cards. Model one example with unclear vs. clear speaking.

Reflection Worksheet

• Complete the Communication Reflection Worksheet:
– One way I showed good listening was ____.
– One thing I can do to speak more clearly is ____.
• Draw or write examples from today’s activities.

Hand out the worksheet and explain each prompt. Circulate to support students in writing and drawing.

Share Out & Closing

• Ask for volunteers to share one thing they learned.
• Emphasize: Good communication helps us get along and solve problems.
• Collect worksheets and praise effort.

Invite volunteers to share one insight from their worksheet. Reinforce that practicing clear speech and active listening builds better friendships. Preview next session on Problem-Solving.

lenny

Worksheet

Communication Reflection Worksheet

Name: ________________________ Date: _______________

Instructions: Think about today’s communication activities. Use complete sentences and draw when asked.

  1. One way I showed good listening today was ________.



  2. One thing I can do to speak more clearly is ________.



  3. Draw a picture of a time you communicated well with someone. Then write one sentence describing what happened:













    Sentence: __________________________________________________________



  4. Why is clear communication important? You can write words or draw your idea below:








Great work! Remember, clear communication helps us understand each other and work together as friends.

lenny
lenny

Lesson Plan

Session 4 Lesson Plan

Students will learn and apply a five-step problem-solving process to real-life scenarios, practicing identifying problems, generating solutions, choosing the best one, acting, and reflecting.

Teaching problem-solving equips students to face challenges independently, build resilience, and collaborate effectively with peers.

Audience

3rd Grade

Time

30 minutes

Approach

Interactive group work and guided reflection

Materials

  • Problem-Solving Reflection Worksheet, * Problem-Solving Scenario Cards (printed set), * Problem-Solving Steps Poster, * Chart Paper and Markers, and * Sticky Notes (1 per student)

Prep

Prepare Problem-Solving Materials

5 minutes

  • Print enough copies of Problem-Solving Reflection Worksheet for each student.
  • Print and display the Problem-Solving Steps Poster where all can see.
  • Gather and arrange Problem-Solving Scenario Cards on a table.
  • Place chart paper and markers at the front of the room.
  • Distribute one sticky note to each student.
  • Review the five steps and sample scenarios to ensure smooth facilitation.

Step 1

Introduction to Problem-Solving

5 minutes

  • Ask: “What is a problem? Can you give an example from school?” and record student ideas on chart paper.
  • Introduce the five problem-solving steps:
    1. Identify the problem
    2. Brainstorm solutions
    3. Choose the best solution
    4. Act on the solution
    5. Reflect on the results
  • Point out each step on the Problem-Solving Steps Poster.

Step 2

Explore the Steps

7 minutes

  • Walk through each step on the poster. For each:
    • Ask for a student example (e.g., “Name one way to brainstorm solutions when you can’t find a pencil.”)
    • Jot a keyword or phrase on chart paper under the corresponding step.
  • Ensure students understand the flow from identifying a problem to reflecting afterward.

Step 3

Scenario Sorting Activity

8 minutes

  • Divide students into small groups and give each group a set of Scenario Cards.
  • Instruct groups to pick one card, read the scenario aloud, and:
    1. Identify which step on the poster they are in.
    2. Write one possible solution or action on their sticky note.
  • Have groups place their sticky note next to the matching step on the chart paper.
  • After 5 minutes, review as a class and discuss any cards that seem in the wrong place.

Step 4

Role-Play Problem-Solving

7 minutes

  • Ask pairs to choose one scenario they sorted and plan a short role-play showing:
    • The problem
    • Their chosen solution (step 3) in action
  • Each pair performs for the class.
  • After each role-play, ask:
    • “Which step did they show?”
    • “What went well, and what could they reflect on afterward?”
  • Record key observations on chart paper.

Step 5

Reflection & Share Out

3 minutes

  • Hand out the Problem-Solving Reflection Worksheet.
  • Ask students to complete prompts such as:
    • “One step I think is most important is ____ because ____.”
    • “Describe a problem I solved using these steps.”
  • Invite 2–3 volunteers to share one reflection.
  • Collect worksheets and praise students for practicing problem-solving skills.
lenny

Lesson Plan

Session 5 Lesson Plan

Students will understand what responsibility means and practice responsible behaviors through discussion, sorting activities, role-play, and a guided reflection worksheet.

Learning responsibility empowers students to take ownership of their actions, care for their belongings, and contribute positively to their classroom community.

Audience

3rd Grade

Time

30 minutes

Approach

Hands-on sorting, role-play, guided reflection

Materials

  • Responsibility Reflection Worksheet, * Responsibility Scenario Cards (printed set), * Chart Paper and Markers, and * Sticky Notes (1 per student)

Prep

Prepare Responsibility Materials

5 minutes

  • Print enough copies of Responsibility Reflection Worksheet for each student.
  • Gather and shuffle the Responsibility Scenario Cards on a table.
  • Label chart paper with headings “Responsible” and “Not Responsible.”
  • Distribute one sticky note to each student.
  • Review scenarios and worksheet prompts to ensure smooth facilitation.

Step 1

Introduction & Brainstorm

5 minutes

  • Gather students and ask: “What does responsibility mean?”
  • Record student definitions on chart paper.
  • Ask for examples of responsible behaviors at school and home; list them under the definition.

Step 2

Responsibility Sorting Activity

7 minutes

  • Divide students into small groups and give each group three Scenario Cards.
  • Instruct groups to read each scenario and decide if it shows a responsible behavior.
  • On a sticky note, write “Responsible” or “Not Responsible” and place each note under the matching heading on chart paper.
  • Quickly review as a class and discuss any differences in sorting choices.

Step 3

Role-Play Responsible Choices

8 minutes

  • Ask each group to choose one scenario they sorted as “Responsible.”
  • Plan a short role-play showing both what happens when someone is responsible and what happens if they are not.
  • Groups perform their role-plays for the class.
  • After each, ask classmates:
    • “What made the person responsible or not responsible?”
    • “How did being responsible change the outcome?”
  • Record key ideas on chart paper.

Step 4

Reflection Worksheet

7 minutes

  • Hand out the Responsibility Reflection Worksheet.
  • Instruct students to complete prompts such as “One way I can show responsibility at school is ____” and “A time I was responsible was ____ because ____.”
  • Circulate to support students and clarify prompts as needed.

Step 5

Closing & Share Out

3 minutes

  • Invite volunteers to share one reflection from their worksheet.
  • Reinforce that being responsible helps everyone feel safe, respected, and successful.
  • Collect worksheets and praise students for taking responsibility seriously.
lenny

Slide Deck

Life Skill Stars: Session 4 – Problem-Solving

Today we’ll learn steps to identify problems, brainstorm solutions, choose the best one, act, and reflect so we can handle challenges with confidence.

Welcome everyone! Introduce today’s focus on problem-solving. Explain that we’ll learn a five-step process to tackle challenges at school, at home, and with friends.

Today’s Objectives

By the end of this session, students will be able to:

  1. Describe a five-step problem-solving process.
  2. Sort real-life scenarios by steps.
  3. Plan and perform a problem-solving role-play.
  4. Reflect on which step is most important and why.

Read the objectives aloud. Ask students why they might need problem-solving skills in class and outside.

Why Problem-Solving Matters

• Helps us tackle challenges independently
• Builds resilience and confidence
• Encourages teamwork and creative thinking

Explain the importance of problem-solving. Share an example of a time you solved a problem by following steps.

Materials

• Problem-Solving Steps Poster
• Problem-Solving Scenario Cards
• Chart Paper & Markers
• Sticky Notes (1 per student)
• Problem-Solving Reflection Worksheet

Show each material item and explain its use during the session.

Session Agenda

  1. Introduction to Problem-Solving (5 min)
  2. Explore the Steps Poster (7 min)
  3. Scenario Sorting Activity (8 min)
  4. Role-Play Problem-Solving (7 min)
  5. Reflection & Share Out (3 min)

Outline the session flow so students know what to expect.

Introduction to Problem-Solving

• What is a problem?
• Can you give an example from school or home?
• Introduce the five steps: identify, brainstorm, choose, act, reflect

Ask students to define a problem and share examples. Record their ideas on chart paper.

Explore the Five Steps

  1. Identify the problem
  2. Brainstorm possible solutions
  3. Choose the best solution
  4. Act on the solution
  5. Reflect on the results

Display the Problem-Solving Steps Poster. Walk through each step, asking for student examples and noting key words.

Scenario Sorting Activity

• In small groups, pick a Scenario Card
• Decide which step it fits (1-5)
• Write a solution or action on your sticky note
• Place the note under the matching step on chart paper

Explain grouping and card sorting. Model one example then let students work in groups.

Role-Play Problem-Solving

• Choose one sorted scenario
• Show the problem and step 3 (chosen solution) in action
• Perform for the class
• After each, classmates name which step they saw and suggest reflections

Invite pairs to plan and rehearse a short role-play showing a problem and their chosen solution in action.

Reflection Worksheet

• Complete the Problem-Solving Reflection Worksheet:
– One step I think is most important is ____ because ____.
– Describe a problem I solved using these steps.

Hand out the reflection worksheet and review prompts. Circulate to support writing and drawing.

Share Out & Closing

• Volunteers share one insight from their worksheet.
• Emphasize: Practicing these steps makes us stronger problem solvers.
• Collect worksheets and praise effort.

Invite 2–3 volunteers to share their reflections. Reinforce that these steps can help in many situations. Preview next session on responsibility.

lenny