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Mr. Terupt's SEL Journey

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Lesson Plan

Mr. Terupt's SEL Journey Lesson Plan

Students will explore foundational social-emotional concepts like empathy, friendship, and resilience through guided reading and discussion of 'Because of Mr. Terupt,' while engaging in reflective writing activities.

This lesson helps students develop essential social-emotional skills, understand diverse perspectives, and learn healthy ways to navigate relationships and challenges, preparing them for personal and academic success.

Audience

4th and 5th Grade Students

Time

8 Weeks (60 minutes per session)

Approach

Guided reading, discussion, and writing activities centered on SEL themes.

Materials

Because of Mr. Terupt by Rob Buyea (1 copy per student), Mr. Terupt's SEL Journey Slide Deck, Parent Permission Letter, Student Journals/Notebooks, Pens/Pencils, Week 1 Character Snapshot Journal, Week 1 "If I Were..." Reflection Journal, Week 1 Exit Slip, Week 2 Emotional Detectives Journal, Week 2 Body Language Clues Journal, Week 2 Exit Slip, Week 3 Friendship Map Journal, Week 3 "A True Friend Is..." Journal, Week 3 Exit Slip, Week 4 Coping Toolkit Journal, Week 4 Character Coping Strategies Journal, Week 4 Exit Slip, Week 5 Dilemma & Decision Journal, Week 5 Standing Strong Journal, Week 5 Exit Slip, Week 6 Peaceful Solution Journal, Week 6 Different Sides of a Story Journal, Week 6 Exit Slip, Week 7 My Reflection Journal, Week 7 Taming the Inner Critic Journal, Week 7 Exit Slip, Week 8 My Book Club Journey Journal, Week 8 Character Growth Journal, and Week 8 Exit Slip

Prep

Preparation Checklist

30 minutes per week

  • Review the assigned chapters of 'Because of Mr. Terupt' for the week.
  • Familiarize yourself with the discussion prompts and writing activities.
  • Prepare the Mr. Terupt's SEL Journey Slide Deck for each session.
  • Make copies of any supplemental materials, if applicable (e.g., discussion starters, vocabulary lists, specific journal pages, exit slips).
  • Ensure each student has a copy of the book and a journal or notebook for writing activities, or the appropriate printable journal pages.
  • Send out the Parent Permission Letter prior to the start of the book club.

Step 1

Week 1: Introduction & First Impressions (Chapters 1-5)

60 Minutes

Objectives

  • Introduce the book and the purpose of the SEL book club.
  • Begin reading, focusing on initial character impressions and predicting potential conflicts.
  • Introduce the concept of empathy and respecting differences.

Activities

  1. Warm-up: Book Predictions (5 minutes): Introduce 'Because of Mr. Terupt.' Ask students to look at the cover and title, and share what they predict the book might be about or what they hope to learn. (Missouri Counseling Standard: Social Awareness - Respect for Self & Others)
  2. Guided Reading (25 minutes): Read Chapters 1-5 aloud or silently, depending on student preference and reading levels. Encourage students to jot down initial thoughts about each character.
  3. Discussion: First Impressions & Empathy (20 minutes):
    • Prompt: "What are your first impressions of Mr. Terupt and the students in his class? Do you think they'll get along? Why or why not?"
    • Connect to SEL (Social Awareness - Respect for Self & Others): Discuss how different characters bring different perspectives and how we can show respect even when we don't fully understand someone yet.
    • Connect to SEL (Social Awareness - Empathy): Ask students to consider what might be challenging for some of the characters based on their brief introductions.

Writing Activities

  1. Character Snapshot (Homework/In-class, 10 minutes):
    • Prompt: "Choose one character from Chapters 1-5. Describe them in your Week 1 Character Snapshot Journal, including what you think their strengths and challenges might be. What makes them unique?"
  2. "If I Were..." Reflection (Homework/In-class, 10 minutes):
    • Prompt: "If you were a new student in Mr. Terupt's class, who would you want to sit next to and why? What qualities would you look for in a classmate?" (Use Week 1 "If I Were..." Reflection Journal)

Cool-down (5 minutes)

  • Exit Slip: Students complete the Week 1 Exit Slip reflecting on their learning.

Step 2

Week 2: Unpacking Differences & Understanding Emotions (Chapters 6-10)

60 Minutes

Objectives

  • Continue exploring characters and their developing relationships.
  • Identify and discuss complex feelings and emotional regulation strategies.
  • Deepen understanding of empathy.

Activities

  1. Warm-up: Character Check-in (5 minutes): Ask students to share one interesting thing they wrote about a character from last week's 'Character Snapshot' activity. This helps activate prior knowledge and connect to previous discussions.
  2. Guided Reading (25 minutes): Read Chapters 6-10.
  3. Discussion: Hidden Feelings & Empathy (20 minutes):
    • Prompt: "As we learn more about the characters, do any of them seem different than your first impression? What emotions do you think they might be feeling that they aren't directly saying?"
    • Connect to SEL (Self-Management - Emotional Regulation; Social Awareness - Empathy): Discuss how people can have complex feelings and how observing actions and listening (active listening) can help us understand others' emotions, even if they're not stated. (Missouri Counseling Standard: Social Awareness: A Respect for Self & Others, B. Empathy)

Writing Activities

  1. Emotional Detectives (Homework/In-class, 10 minutes):
    • Prompt: "Think about a specific moment in Chapters 6-10 where a character might be feeling something complex (like sadness, anger, joy, or frustration) but isn't saying it directly. Describe the scene and what you think they are feeling, explaining why you think so based on their actions or dialogue." (Use Week 2 Emotional Detectives Journal)





  2. Body Language Clues (Homework/In-class, 10 minutes):
    • Prompt: "Choose a character from Chapters 6-10. Describe their body language or actions in a particular scene. What do these non-verbal cues tell you about what they might be feeling?" (Use Week 2 Body Language Clues Journal)






Cool-down (5 minutes)

  • Exit Slip: Students complete the Week 2 Exit Slip reflecting on their learning.

Step 3

Week 3: The Power of Friendship (Chapters 11-15)

60 Minutes

Objectives

  • Examine the qualities of healthy friendships and how characters navigate peer relationships.
  • Identify decision-making processes for friend selection.

Activities

  1. Warm-up: Friendship Brainstorm (5 minutes): Ask students to brainstorm qualities they think are important in a good friend. Write ideas on the board. (Missouri Counseling Standard: Relationship Skills - Healthy Choices)
  2. Guided Reading (25 minutes): Read Chapters 11-15.
  3. Discussion: Friendship Qualities (20 minutes):
    • Prompt: "We're seeing different friendships develop in Mr. Terupt's class. What makes a good friend? What qualities are important to look for when choosing friends?"
    • Connect to SEL (Relationship Skills - Healthy Choices): Guide students to identify decision-making processes for friend selection based on good friendship qualities. Discuss how characters demonstrate these skills (or lack thereof). (Missouri Counseling Standard: Relationship Skills: A. Healthy Choices)

Writing Activities

  1. My Friendship Map (Homework/In-class, 10 minutes):
    • Prompt: "In your journal, create a 'friendship map.' In the center, write 'Me.' Around it, write down three qualities you value most in a friend. Then, for each quality, list a character from the book (or a real person, if you prefer) who demonstrates that quality. Explain why they fit." (Use Week 3 Friendship Map Journal)










  2. A True Friend Is... (Homework/In-class, 10 minutes):
    • Prompt: "Complete the sentence: 'A true friend is someone who...' and provide at least two examples from the book (or your own life) to support your answer." (Use Week 3 "A True Friend Is..." Journal)






Cool-down (5 minutes)

  • Exit Slip: Students complete the Week 3 Exit Slip reflecting on their learning.

Step 4

Week 4: Facing Challenges & Coping Skills (Chapters 16-20)

60 Minutes

Objectives

  • Identify challenges characters face and how they respond.
  • Explore and discuss helpful coping strategies for difficult emotions.

Activities

  1. Warm-up: Feeling Check-in (5 minutes): Ask students to quickly share one feeling they've experienced this week (e.g., happy, tired, excited) and, if comfortable, a very brief reason why. Connect this to the idea that everyone experiences different emotions. (Missouri Counseling Standard: Self-Management - Emotional Regulation)
  2. Guided Reading (25 minutes): Read Chapters 16-20.
  3. Discussion: Coping with Difficulties (20 minutes):
    • Prompt: "The characters are starting to face some bigger challenges. How do different characters react when things get tough? What are some healthy ways they could cope with their feelings or situations?"
    • Connect to SEL (Self-Management - Coping Skills): Identify helpful strategies to foster positive emotional experiences and manage difficult ones. Discuss examples from the book. (Missouri Counseling Standard: Self-Management: B. Coping Skills)

Writing Activities

  1. My Coping Toolkit (Homework/In-class, 10 minutes):
    • Prompt: "Think about a time you faced a challenging situation. What coping skills did you use, or what skills could you have used? Create a 'Coping Toolkit' in your journal, listing at least three healthy strategies you can use when you feel overwhelmed, sad, or angry. Explain how each strategy helps you." (Use Week 4 Coping Toolkit Journal)










  2. Character Coping Strategies (Homework/In-class, 10 minutes):
    • Prompt: "Choose a character from Chapters 16-20 who faced a challenge. What coping strategy did they use, or what strategy could they have used? Explain how this strategy would help them." (Use Week 4 Character Coping Strategies Journal)






Cool-down (5 minutes)

  • Exit Slip: Students complete the Week 4 Exit Slip reflecting on their learning.

Step 5

Week 5: Problem-Solving & Decision-Making (Chapters 21-25)

60 Minutes

Objectives

  • Practice problem-solving and decision-making steps through character scenarios.
  • Understand the role of peer influence.

Activities

  1. Warm-up: What Would You Do? (5 minutes): Present a simple ethical dilemma (e.g., "You see a classmate cheat on a test. What do you do?") and ask students to briefly share their initial thoughts on how they might solve it. (Missouri Counseling Standard: Responsible Decision-Making: A. Safe & Healthy Choices)
  2. Guided Reading (25 minutes): Read Chapters 21-25.
  3. Discussion: Making Good Choices (20 minutes):
    • Prompt: "Some characters have to make important decisions, and sometimes their friends or other classmates influence them. What steps can we take when we have a big problem to solve or a tough decision to make? How can peer influence affect these choices?"
    • Connect to SEL (Responsible Decision-Making - Safe & Healthy Choices): Practice the steps of problem-solving and decision-making for personal safety and healthy life choices. Discuss how to identify and navigate peer influence. (Missouri Counseling Standard: Responsible Decision-Making: A. Safe & Healthy Choices)

Writing Activities

  1. Dilemma & Decision (Homework/In-class, 10 minutes):
    • Prompt: "Describe a problem a character faced in Chapters 21-25. Use the problem-solving steps we discussed (e.g., identify the problem, brainstorm solutions, evaluate consequences, choose the best solution) to explain how the character did solve it, or how they could have solved it better. Consider if peer influence played a role." (Use Week 5 Dilemma & Decision Journal)











  2. Standing Strong (Homework/In-class, 10 minutes):
    • Prompt: "Think about a time you might be influenced by peers to make a choice. It could be a good choice or a difficult one. How would you use problem-solving steps to make the best decision for yourself?" (Use Week 5 Standing Strong Journal)






Cool-down (5 minutes)

  • Exit Slip: Students complete the Week 5 Exit Slip reflecting on their learning.

Step 6

Week 6: Conflict Resolution & Mutual Respect (Chapters 26-30)

60 Minutes

Objectives

  • Identify and apply steps for solving problems and conflicts with others.
  • Demonstrate mutual respect in relationships.

Activities

  1. Warm-up: Scenario Sort (5 minutes): Provide students with 2-3 simple conflict scenarios (e.g., "Two friends want to play different games at recess. How can they solve this?") and ask them to briefly share one possible solution. (Missouri Counseling Standard: Relationship Skills - Conflict Resolution)
  2. Guided Reading (25 minutes): Read Chapters 26-30.
  3. Discussion: Resolving Disagreements (20 minutes):
    • Prompt: "We're seeing conflicts arise and sometimes get resolved. What steps can we use to solve problems or conflicts with our friends or classmates fairly? How can we show mutual respect even when we disagree?"
    • Connect to SEL (Relationship Skills - Conflict Resolution): Identify and apply the steps of solving problems and conflicts with others, emphasizing the importance of mutual respect. (Missouri Counseling Standard: Relationship Skills: B. Conflict Resolution; A. Healthy Choices)

Writing Activities

  1. A Peaceful Solution (Homework/In-class, 10 minutes):
    • Prompt: "Think about a conflict between two characters in Chapters 26-30. In your journal, write a short dialogue or description of how they might use the conflict resolution steps (e.g., listen, express feelings, brainstorm solutions, agree on a solution) to reach a peaceful outcome. How does mutual respect play a role?" (Use Week 6 Peaceful Solution Journal)











  2. Different Sides of a Story (Homework/In-class, 10 minutes):
    • Prompt: "Imagine a conflict between two characters from the book. Write a short paragraph from each character's point of view, explaining what happened and how they feel. How does seeing both sides help in solving the conflict?" (Use Week 6 Different Sides of a Story Journal)






Cool-down (5 minutes)

  • Exit Slip: Students complete the Week 6 Exit Slip reflecting on their learning.

Step 7

Week 7: Self-Awareness & Responsibility (Chapters 31-35)

60 Minutes

Objectives

  • Reflect on personal strengths, challenges, and responsibilities at home and school.
  • Understand the concept of self-talk.

Activities

  1. Warm-up: 'I Can...' / 'I Am Learning...' (5 minutes): Ask students to complete one of these sentences aloud or in their journals: "I can..." (something they are good at) or "I am learning to..." (something they are working on). (Missouri Counseling Standard: Self-Awareness: A. Self-Acceptance)
  2. Guided Reading (25 minutes): Read Chapters 31-35.
  3. Discussion: Roles and Reflections (20 minutes):
    • Prompt: "As the characters grow, they reflect on their own roles and responsibilities. What are your personal roles at home and at school? What skills or activities do you find easier or more difficult? How does your 'self-talk' impact you?"
    • Connect to SEL (Self-Awareness - Self-Acceptance & Personal Responsibilities): Identify skills they find easy/difficult, reflect on personal roles and responsibilities, and understand the concept of self-talk. (Missouri Counseling Standard: Self-Awareness: A. Self-Acceptance, B. Personal Responsibilities)

Writing Activities

  1. My Reflection Journal (Homework/In-class, 10 minutes):
    • Prompt: "In your journal, make two lists: 'Things I'm Good At' and 'Things I'm Working On.' Then, write about a personal responsibility you have at home or school. How does positive self-talk help you with your responsibilities or when you are working on a new skill?" (Use Week 7 My Reflection Journal)










  2. Taming the Inner Critic (Homework/In-class, 10 minutes):
    • Prompt: "Think about a time you might have had negative self-talk. What was the thought? How could you rephrase it into positive self-talk to help you achieve your goal?" (Use Week 7 Taming the Inner Critic Journal)






Cool-down (5 minutes)

  • Exit Slip: Students complete the Week 7 Exit Slip reflecting on their learning.

Step 8

Week 8: Community & Contributing (Chapters 36-Epilogue)

60 Minutes

Objectives

  • Identify personal characteristics that contribute to classroom and school communities.
  • Demonstrate respect for cultural differences.
  • Reflect on the overall themes of empathy, friendship, and resilience.

Activities

  1. Warm-up: Community Builders (5 minutes): Ask students to name one quality or action that makes a classroom or school a better place for everyone. (Missouri Counseling Standard: Self-Awareness: C. Citizenship)
  2. Guided Reading (25 minutes): Read Chapters 36-Epilogue.
  3. Discussion: Building Our Community (20 minutes):
    • Prompt: "Mr. Terupt's class became a strong community. What personal characteristics did each student bring that helped make their classroom special? How can we show respect for everyone's background and culture in our own school community?"
    • Connect to SEL (Self-Awareness - Citizenship; Social Awareness - Respect for Self & Others): Identify characteristics needed to contribute to the classroom and school, and recognize/demonstrate respect for cultural differences. (Missouri Counseling Standard: Self-Awareness: C. Citizenship; Social Awareness: A Respect for Self & Others)

Writing Activities

  1. My Book Club Journey (Homework/In-class, 10 minutes):
    • Prompt: "Reflect on your journey through 'Because of Mr. Terupt.' What was the most important lesson you learned about empathy, friendship, or resilience? How might you apply what you've learned to your own life and community?" (Use Week 8 My Book Club Journey Journal)










  2. Character Growth (Homework/In-class, 10 minutes):
    • Prompt: "Choose one character from the book and describe how they changed or grew throughout the story. What specific moments or challenges helped them grow?" (Use Week 8 Character Growth Journal)






Cool-down (5 minutes)

  • Exit Slip: Students complete the Week 8 Exit Slip reflecting on their learning.
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Slide Deck

Welcome to Mr. Terupt's SEL Journey!

Exploring empathy, friendship, and resilience with 'Because of Mr. Terupt'!

Welcome students to the Social-Emotional Learning Book Club. Briefly introduce the book, 'Because of Mr. Terupt,' and explain that the club will focus on important feelings and how we interact with others. Emphasize that this is a safe space for sharing thoughts and feelings.

Week 1: Introduction & First Impressions

Objectives

  • Meet Mr. Terupt and his students.
  • Start thinking about how different people see the world.
  • Introduce the idea of empathy.

Introduce the objectives for Week 1. Explain that students will begin reading and thinking about the characters.

Week 1: Warm-up - Book Predictions

Look at the book cover and title. What do you predict the story will be about? What do you hope to learn?

Introduce 'Because of Mr. Terupt.' Ask students to look at the cover and title, and share what they predict the book might be about or what they hope to learn. This warm-up will be approximately 5 minutes. (Missouri Counseling Standard: Social Awareness - Respect for Self & Others)

Week 1: Reading Chapters 1-5

Read Chapters 1-5

  • Who are these new characters?
  • What are your initial thoughts about them?

Explain the guided reading portion. Students can read silently or listen as you read aloud. Remind them to pay attention to initial impressions of the characters. This section will be approximately 25 minutes. (Missouri Counseling Standard: Social Awareness - Respect for Self & Others)

Week 1: Discussion - First Impressions & Empathy

What are your first impressions of Mr. Terupt and the students?

  • Do you think they'll get along?
  • Why is it important to respect everyone, even if they're different?

Facilitate a discussion about first impressions. Guide students to think about why people might act the way they do and how we can respect differences from the start. This discussion will be approximately 30 minutes. (Missouri Counseling Standard: Social Awareness - Respect for Self & Others, B. Empathy)

Week 1: Writing Activity 1 - Character Snapshot

Choose one character from Chapters 1-5.

Describe them in your journal:

  • What do you think their strengths are?
  • What challenges might they face?
  • What makes them unique?

(Use Week 1 Character Snapshot Journal)

Introduce the 'Character Snapshot' writing activity. Students will choose one character and describe their perceived strengths and challenges in their journals. This helps practice self-expression and character analysis. They will use the Week 1 Character Snapshot Journal.

Week 1: Writing Activity 2 - "If I Were..." Reflection

If you were a new student in Mr. Terupt's class, who would you want to sit next to and why?

  • What qualities would you look for in a classmate?

(Use Week 1 "If I Were..." Reflection Journal)

Introduce the second writing activity for Week 1, encouraging students to consider different perspectives and what they value in classmates. They will use the Week 1 "If I Were..." Reflection Journal.

Week 1: Exit Slip

Complete your Week 1 Exit Slip!

Students will complete the exit slip to reflect on their learning from Week 1. They will use the Week 1 Exit Slip.

Week 2: Unpacking Differences & Understanding Emotions

Objectives

  • Discover more about the characters and their relationships.
  • Learn to identify and discuss different feelings.
  • Deepen our understanding of empathy.

Introduce the objectives for Week 2. Explain that students will continue to explore characters and their relationships, focusing on understanding complex emotions.

Week 2: Warm-up - Character Check-in

Share one interesting thing you wrote about a character from last week's 'Character Snapshot' activity.

Ask students to share one interesting thing they wrote about a character from last week's 'Character Snapshot' activity. This helps activate prior knowledge and connect to previous discussions. This warm-up will be approximately 5 minutes.

Week 2: Reading Chapters 6-10

Read Chapters 6-10

  • How are the characters changing?
  • What new emotions are you noticing?

Guide students through reading Chapters 6-10. Encourage them to observe character actions and dialogue for clues about their feelings. This section will be approximately 25 minutes. (Missouri Counseling Standard: Social Awareness - Empathy)

Week 2: Discussion - Hidden Feelings & Empathy

Do any characters seem different than your first impression?

  • What emotions might they be feeling that they aren't directly showing?
  • How can we tell what someone is feeling, even if they don't say it?

Lead a discussion on 'hidden feelings.' Help students recognize that people don't always express their emotions directly and that active listening and observation are key to empathy. This discussion will be approximately 30 minutes. (Missouri Counseling Standard: Self-Management - Emotional Regulation; Social Awareness - Empathy)

Week 2: Writing Activity 1 - Emotional Detectives

Think about a moment in Chapters 6-10 where a character has complex feelings.

In your journal:

  • Describe the scene.
  • What do you think they are feeling?
  • Why do you think so based on their actions or words?

(Use Week 2 Emotional Detectives Journal)

Introduce the 'Emotional Detectives' writing activity. Students will pick a scene and analyze a character's complex feelings based on their observations. This reinforces empathy and emotional intelligence. They will use the Week 2 Emotional Detectives Journal.

Week 2: Writing Activity 2 - Body Language Clues

Choose a character from Chapters 6-10.

Describe their body language or actions in a particular scene.

  • What do these non-verbal cues tell you about what they might be feeling?

(Use Week 2 Body Language Clues Journal)

Introduce the second writing activity for Week 2, focusing on non-verbal cues and body language as indicators of emotion. They will use the Week 2 Body Language Clues Journal.

Week 2: Exit Slip

Complete your Week 2 Exit Slip!

Students will complete the exit slip to reflect on their learning from Week 2. They will use the Week 2 Exit Slip.

Week 3: The Power of Friendship

Objectives

  • Examine the qualities of healthy friendships.
  • Understand how characters choose their friends.
  • Discuss what makes a good friend.

Introduce the objectives for Week 3. Students will examine what makes a good friend and how to make healthy choices in friendships.

Week 3: Warm-up - Friendship Brainstorm

What qualities do you think are most important in a good friend?

Ask students to brainstorm qualities they think are important in a good friend. Write ideas on the board. This warm-up will be approximately 5 minutes. (Missouri Counseling Standard: Relationship Skills - Healthy Choices)

Week 3: Reading Chapters 11-15

Read Chapters 11-15

  • How are friendships changing in the class?
  • What good (or not-so-good) friendship qualities do you see?

Guide students through reading Chapters 11-15. Pay attention to how new friendships form or old ones are tested. This section will be approximately 25 minutes. (Missouri Counseling Standard: Relationship Skills - Healthy Choices)

Week 3: Discussion - Friendship Qualities

What makes a good friend?

  • What qualities are important when choosing friends?
  • How do the characters in the book show (or not show) these qualities?

Facilitate a discussion about friendship qualities. Guide students to identify key characteristics of good friends and the process of choosing friends. This discussion will be approximately 30 minutes. (Missouri Counseling Standard: Relationship Skills - Healthy Choices)

Week 3: Writing Activity 1 - My Friendship Map

Create a 'friendship map' in your journal:

  • Write 'Me' in the center.
  • List three qualities you value in a friend.
  • For each quality, name a character or person who shows it, and explain why.

(Use Week 3 Friendship Map Journal)

Introduce the 'My Friendship Map' writing activity. This helps students reflect on personal values in friendship and connect them to characters or real-life examples. They will use the Week 3 Friendship Map Journal. (Missouri Counseling Standard: Relationship Skills - Healthy Choices)

Week 3: Writing Activity 2 - A True Friend Is...

Complete the sentence: 'A true friend is someone who...'

  • Provide at least two examples from the book (or your own life) to support your answer.

(Use Week 3 "A True Friend Is..." Journal)

Introduce the second writing activity for Week 3, allowing students to define friendship in their own words and support it with examples. They will use the Week 3 "A True Friend Is..." Journal.

Week 3: Exit Slip

Complete your Week 3 Exit Slip!

Students will complete the exit slip to reflect on their learning from Week 3. They will use the Week 3 Exit Slip.

Week 4: Facing Challenges & Coping Skills

Objectives

  • Identify challenges characters face.
  • Explore and discuss helpful ways to cope with difficult emotions.
  • Build a 'Coping Toolkit'.

Introduce the objectives for Week 4. Focus on identifying challenges and exploring healthy coping strategies.

Week 4: Warm-up - Feeling Check-in

What is one feeling you've experienced this week? If you're comfortable, briefly share why.

Ask students to quickly share one feeling they've experienced this week (e.g., happy, tired, excited) and, if comfortable, a very brief reason why. Connect this to the idea that everyone experiences different emotions. This warm-up will be approximately 5 minutes. (Missouri Counseling Standard: Self-Management - Emotional Regulation)

Week 4: Reading Chapters 16-20

Read Chapters 16-20

  • What new challenges are the characters facing?
  • How do they react when things get tough?

Guide students through reading Chapters 16-20. Encourage them to notice how characters react to difficult situations. This section will be approximately 25 minutes. (Missouri Counseling Standard: Self-Management - Coping Skills)

Week 4: Discussion - Coping with Difficulties

How do characters react when things get tough?

  • What are some healthy ways they could cope with their feelings?
  • What are some coping skills you use?

Lead a discussion on coping mechanisms. Help students identify healthy strategies for managing emotions and difficult situations, using examples from the book. This discussion will be approximately 30 minutes. (Missouri Counseling Standard: Self-Management - Coping Skills)

Week 4: Writing Activity 1 - My Coping Toolkit

Think about a challenging situation you've faced.

Create a 'Coping Toolkit' in your journal:

  • List at least three healthy strategies you can use.
  • Explain how each strategy helps you.

(Use Week 4 Coping Toolkit Journal)

Introduce the 'My Coping Toolkit' writing activity. Students will reflect on their own experiences and create a personalized list of coping strategies. They will use the Week 4 Coping Toolkit Journal. (Missouri Counseling Standard: Self-Management - Coping Skills)

Week 4: Writing Activity 2 - Character Coping Strategies

Choose a character from Chapters 16-20 who faced a challenge.

  • What coping strategy did they use, or what strategy could they have used?
  • Explain how this strategy would help them.

(Use Week 4 Character Coping Strategies Journal)

Introduce the second writing activity for Week 4, asking students to consider how different characters' coping mechanisms might be applied. They will use the Week 4 Character Coping Strategies Journal.

Week 4: Exit Slip

Complete your Week 4 Exit Slip!

Students will complete the exit slip to reflect on their learning from Week 4. They will use the Week 4 Exit Slip.

Week 5: Problem-Solving & Decision-Making

Objectives

  • Practice problem-solving and decision-making steps.
  • Understand how friends can influence our choices.
  • Make safe and healthy choices.

Introduce the objectives for Week 5. Focus on problem-solving, decision-making, and understanding peer influence.

Week 5: Warm-up - What Would You Do?

You see a classmate cheat on a test. What do you do? How would you solve this problem?

Present a simple ethical dilemma (e.g., "You see a classmate cheat on a test. What do you do?") and ask students to briefly share their initial thoughts on how they might solve it. This warm-up will be approximately 5 minutes. (Missouri Counseling Standard: Responsible Decision-Making: A. Safe & Healthy Choices)

Week 5: Reading Chapters 21-25

Read Chapters 21-25

  • What decisions do characters have to make?
  • How do other characters influence these choices?

Guide students through reading Chapters 21-25. Highlight instances where characters make decisions or face problems, especially considering peer interactions. This section will be approximately 25 minutes. (Missouri Counseling Standard: Responsible Decision-Making - Safe & Healthy Choices)

Week 5: Discussion - Making Good Choices

What steps can we take when we have a big problem or tough decision?

  • How can peer influence affect our choices?
  • How can we make safe and healthy decisions?

Lead a discussion on the steps of problem-solving and decision-making. Emphasize how peer influence can impact these choices and strategies for making safe and healthy decisions. This discussion will be approximately 30 minutes. (Missouri Counseling Standard: Responsible Decision-Making - Safe & Healthy Choices)

Week 5: Writing Activity 1 - Dilemma & Decision

Describe a problem a character faced in Chapters 21-25.

In your journal:

  • How did the character solve it, or how could they have solved it better?
  • Did peer influence play a role? Explain.

(Use Week 5 Dilemma & Decision Journal)

Introduce the 'Dilemma & Decision' writing activity. Students will apply problem-solving steps to a character's situation, considering the role of peer influence. They will use the Week 5 Dilemma & Decision Journal. (Missouri Counseling Standard: Responsible Decision-Making - Safe & Healthy Choices)

Week 5: Writing Activity 2 - Standing Strong

Think about a time you might be influenced by peers to make a choice. It could be a good choice or a difficult one.

  • How would you use problem-solving steps to make the best decision for yourself?

(Use Week 5 Standing Strong Journal)

Introduce the second writing activity for Week 5, prompting students to think about how they might respond to positive or negative peer influence. They will use the Week 5 Standing Strong Journal.

Week 5: Exit Slip

Complete your Week 5 Exit Slip!

Students will complete the exit slip to reflect on their learning from Week 5. They will use the Week 5 Exit Slip.

Week 6: Conflict Resolution & Mutual Respect

Objectives

  • Identify and apply steps for solving conflicts.
  • Demonstrate mutual respect, even when we disagree.
  • Practice peaceful problem-solving.

Introduce the objectives for Week 6. Focus on conflict resolution and demonstrating mutual respect in relationships.

Week 6: Warm-up - Scenario Sort

Here are a few conflict scenarios (e.g., "Two friends want to play different games at recess. How can they solve this?"). Briefly share one possible solution for a scenario.

Provide students with 2-3 simple conflict scenarios (e.g., "Two friends want to play different games at recess. How can they solve this?") and ask them to briefly share one possible solution. This warm-up will be approximately 5 minutes. (Missouri Counseling Standard: Relationship Skills - Conflict Resolution)

Week 6: Reading Chapters 26-30

Read Chapters 26-30

  • What conflicts are happening now?
  • How are characters trying to solve them?

Guide students through reading Chapters 26-30. Focus on any conflicts that arise between characters and how they are (or are not) resolved. This section will be approximately 25 minutes. (Missouri Counseling Standard: Relationship Skills - Conflict Resolution)

Week 6: Discussion - Resolving Disagreements

What steps can we use to solve problems or conflicts fairly?

  • How can we show mutual respect, even when we disagree?
  • What skills help us solve problems with others?

Lead a discussion on conflict resolution steps. Emphasize active listening and the importance of mutual respect in finding solutions. This discussion will be approximately 30 minutes. (Missouri Counseling Standard: Relationship Skills - Conflict Resolution; A. Healthy Choices)

Week 6: Writing Activity 1 - A Peaceful Solution

Think about a conflict between two characters in Chapters 26-30.

In your journal:

  • Write how they might use conflict resolution steps to reach a peaceful outcome.
  • How does mutual respect help in this situation?

(Use Week 6 Peaceful Solution Journal)

Introduce the 'A Peaceful Solution' writing activity. Students will practice applying conflict resolution steps to a scenario from the book. They will use the Week 6 Peaceful Solution Journal. (Missouri Counseling Standard: Relationship Skills - Conflict Resolution)

Week 6: Writing Activity 2 - Different Sides of a Story

Imagine a conflict between two characters from the book.

  • Write a short paragraph from each character's point of view, explaining what happened and how they feel.
  • How does seeing both sides help in solving the conflict?

(Use Week 6 Different Sides of a Story Journal)

Introduce the second writing activity for Week 6, encouraging students to consider different perspectives in a conflict. They will use the Week 6 Different Sides of a Story Journal.

Week 6: Exit Slip

Complete your Week 6 Exit Slip!

Students will complete the exit slip to reflect on their learning from Week 6. They will use the Week 6 Exit Slip.

Week 7: Self-Awareness & Responsibility

Objectives

  • Reflect on personal strengths, challenges, and responsibilities.
  • Understand the power of positive self-talk.
  • Balance roles at home and school.

Introduce the objectives for Week 7. Students will reflect on personal roles, responsibilities, strengths, and the power of self-talk.

Week 7: Warm-up - 'I Can...' / 'I Am Learning...'

Complete one of these sentences:

  • "I can..." (something you are good at)
  • "I am learning to..." (something you are working on)

Ask students to complete one of these sentences aloud or in their journals: "I can..." (something they are good at) or "I am learning to..." (something they are working on). This warm-up will be approximately 5 minutes. (Missouri Counseling Standard: Self-Awareness: A. Self-Acceptance)

Week 7: Reading Chapters 31-35

Read Chapters 31-35

  • How do the characters reflect on themselves?
  • What responsibilities do they have?

Guide students through reading Chapters 31-35. Look for moments where characters reflect on themselves or their roles. This section will be approximately 25 minutes. (Missouri Counseling Standard: Self-Awareness - Self-Acceptance & Personal Responsibilities)

Week 7: Discussion - Roles and Reflections

What are your personal roles at home and at school?

  • What skills are easier or harder for you?
  • How does your 'self-talk' affect you?

Lead a discussion on self-awareness. Prompt students to think about their own roles, skills, and the impact of their internal thoughts (self-talk). This discussion will be approximately 30 minutes. (Missouri Counseling Standard: Self-Awareness: A. Self-Acceptance, B. Personal Responsibilities)

Week 7: Writing Activity 1 - My Reflection Journal

In your journal, make two lists:

  • 'Things I'm Good At'
  • 'Things I'm Working On'

Then, write about a responsibility you have. How does positive self-talk help you?

(Use Week 7 My Reflection Journal)

Introduce the 'My Reflection Journal' activity. This encourages personal reflection on strengths, areas for growth, and the role of positive self-talk. They will use the Week 7 My Reflection Journal. (Missouri Counseling Standard: Self-Awareness: A. Self-Acceptance, B. Personal Responsibilities)

Week 7: Writing Activity 2 - Taming the Inner Critic

Think about a time you might have had negative self-talk.

  • What was the thought?
  • How could you rephrase it into positive self-talk to help you achieve your goal?

(Use Week 7 Taming the Inner Critic Journal)

Introduce the second writing activity for Week 7, focusing on understanding and challenging negative self-talk. They will use the Week 7 Taming the Inner Critic Journal.

Week 7: Exit Slip

Complete your Week 7 Exit Slip!

Students will complete the exit slip to reflect on their learning from Week 7. They will use the Week 7 Exit Slip.

Week 8: Community & Contributing

Objectives

  • Identify how we contribute to our classroom and school.
  • Demonstrate respect for different cultures and backgrounds.
  • Reflect on our book club journey.

Introduce the objectives for Week 8, focusing on community contribution, cultural respect, and a final reflection on the book's themes.

Week 8: Warm-up - Community Builders

What is one quality or action that makes a classroom or school a better place for everyone?

Ask students to name one quality or action that makes a classroom or school a better place for everyone. This warm-up will be approximately 5 minutes. (Missouri Counseling Standard: Self-Awareness: C. Citizenship)

Week 8: Reading Chapters 36-Epilogue

Read Chapters 36-Epilogue

  • How does Mr. Terupt's class become a strong community?
  • What did each student contribute?

Guide students through reading Chapters 36-Epilogue. Discuss how the class comes together as a community and how individual differences contribute to the whole. This section will be approximately 25 minutes. (Missouri Counseling Standard: Self-Awareness - Citizenship; Social Awareness - Respect for Self & Others)

Week 8: Discussion - Building Our Community

What personal characteristics helped Mr. Terupt's class?

  • How can we show respect for everyone's background and culture in our school?
  • What makes a good community member?

Lead a discussion on community and citizenship. Prompt students to think about their own contributions and the importance of respecting diverse backgrounds. This discussion will be approximately 30 minutes. (Missouri Counseling Standard: Self-Awareness: C. Citizenship; Social Awareness: A Respect for Self & Others)

Week 8: Writing Activity 1 - My Book Club Journey

Reflect on your journey through 'Because of Mr. Terupt.'

  • What was the most important lesson you learned about empathy, friendship, or resilience?
  • How will you use what you've learned in your own life?

(Use Week 8 My Book Club Journey Journal)

Introduce the 'My Book Club Journey' writing activity. This is a final reflective piece to consolidate their learning about empathy, friendship, and resilience from the book. They will use the Week 8 My Book Club Journey Journal. (Missouri Counseling Standard: All SEL standards addressed through reflection)

Week 8: Writing Activity 2 - Character Growth

Choose one character from the book and describe how they changed or grew throughout the story.

  • What specific moments or challenges helped them grow?

(Use Week 8 Character Growth Journal)

Introduce the second writing activity for Week 8, encouraging students to think about a specific character and their growth throughout the book. They will use the Week 8 Character Growth Journal.

Week 8: Exit Slip

Complete your Week 8 Exit Slip!

Students will complete the exit slip to reflect on their learning from Week 8. They will use the Week 8 Exit Slip.

Thank You for Joining Mr. Terupt's Class!

Keep practicing empathy, friendship, and resilience every day!

Thank students for their participation and encourage them to continue practicing their SEL skills. Offer any final thoughts or a brief summary of the book's impact.

lenny

Reading

Parent Permission Form: Mr. Terupt's SEL Book Club

Dear Parents/Guardians,

We are excited to invite your child, a 4th or 5th-grade student, to participate in a special Social-Emotional Learning (SEL) Book Club! This club will use the engaging novel, "Because of Mr. Terupt" by Rob Buyea, as a springboard to explore important social-emotional concepts.

What is the Book Club About?

Our SEL Book Club aims to foster essential life skills in your child through guided reading, discussion, and writing activities. We will meet weekly for 30 minutes over 8 weeks to delve into the lives of Mr. Terupt's fifth-grade class and learn about:

  • Empathy: Understanding and sharing the feelings of others.
  • Friendship: Building and maintaining healthy relationships.
  • Resilience: Bouncing back from challenges and developing coping skills.
  • Responsible Decision-Making: Learning to make safe and healthy choices.
  • Conflict Resolution: Effectively solving problems with others.
  • Self-Awareness: Understanding one's own strengths, challenges, and responsibilities.

Each session will involve reading a portion of the book, engaging in group discussions, and completing a short reflective writing activity in a journal.

Why "Because of Mr. Terupt"?

This heartwarming and thought-provoking book introduces a diverse group of students and their unique teacher, Mr. Terupt. As the story unfolds, students will witness characters grappling with real-life issues, making choices, and growing through their experiences. It provides an excellent, age-appropriate context for discussing feelings, relationships, and personal growth.

Program Details:

  • Book: Because of Mr. Terupt by Rob Buyea
  • Audience: 4th and 5th Grade Students
  • Duration: 8 weeks, 30-minute sessions
  • Focus: Social-Emotional Learning (SEL) concepts

Missouri Counseling Standards Addressed:

This book club is aligned with key Missouri Counseling Standards, focusing on:

  • Self-Management: Emotional regulation, coping skills.
  • Responsible Decision-Making: Safe & healthy choices, problem-solving, peer influence.
  • Relationship Skills: Healthy choices, maintaining relationships, mutual respect, conflict resolution.
  • Social Awareness: Respect for self & others, empathy, active listening.
  • Self-Awareness: Self-acceptance, personal responsibilities, citizenship, cultural respect.

Permission Slip:

Please complete and return the bottom portion of this letter to [Teacher's Name/Office] by [Date] if you would like your child to participate in the Mr. Terupt's SEL Book Club.

We believe this book club will be a valuable and enriching experience for your child, helping them develop crucial skills for success in school and life.

Sincerely,

[Teacher's Name]
[School Name]
[Contact Information]

Please Detach and Return

Student Name: ______________________________________ Grade: ________

I give permission for my child, _____________________________________________, to participate in the Mr. Terupt's SEL Book Club.

Parent/Guardian Name (Printed): _________________________________________

Parent/Guardian Signature: __________________________________________ Date: _________

Emergency Contact Number: ___________________________________________

Email Address: __________________________________________________

lenny
lenny

Journal

Week 1: Character Snapshot

Prompt: Choose one character from Chapters 1-5. Describe them in your journal, including what you think their strengths and challenges might be. What makes them unique?













lenny
lenny

Journal

Week 1: "If I Were..." Reflection

Prompt: If you were a new student in Mr. Terupt's class, who would you want to sit next to and why? What qualities would you look for in a classmate?













lenny
lenny

Cool Down

Week 1: Exit Slip

  1. What is one new thing you learned about empathy today?




  1. Name one character from the book and one quality you admire about them.




lenny
lenny

Journal

Week 2: Emotional Detectives

Prompt: Think about a specific moment in Chapters 6-10 where a character might be feeling something complex (like sadness, anger, joy, or frustration) but isn't saying it directly. Describe the scene and what you think they are feeling, explaining why you think so based on their actions or dialogue.













lenny
lenny

Journal

Week 2: Body Language Clues

Prompt: Choose a character from Chapters 6-10. Describe their body language or actions in a particular scene. What do these non-verbal cues tell you about what they might be feeling?













lenny
lenny

Cool Down

Week 2: Exit Slip

  1. Describe one moment where you could tell a character was feeling something important, even if they didn't say it.




  1. What does "active listening" mean to you?




lenny
lenny

Journal

Week 3: My Friendship Map

Prompt: In your journal, create a 'friendship map.' In the center, write 'Me.' Around it, write down three qualities you value most in a friend. Then, for each quality, list a character from the book (or a real person, if you prefer) who demonstrates that quality. Explain why they fit.













lenny
lenny

Journal

Week 3: "A True Friend Is..."

Prompt: Complete the sentence: 'A true friend is someone who...' and provide at least two examples from the book (or your own life) to support your answer.













lenny
lenny

Cool Down

Week 3: Exit Slip

  1. Name one quality you look for in a good friend.




  1. How did a character in the book show good friendship skills this week?




lenny
lenny

Journal

Week 4: My Coping Toolkit

Prompt: Think about a time you faced a challenging situation. What coping skills did you use, or what skills could you have used? Create a 'Coping Toolkit' in your journal, listing at least three healthy strategies you can use when you feel overwhelmed, sad, or angry. Explain how each strategy helps you.













lenny
lenny

Journal

Week 4: Character Coping Strategies

Prompt: Choose a character from Chapters 16-20 who faced a challenge. What coping strategy did they use, or what strategy could they have used? Explain how this strategy would help them.













lenny
lenny

Cool Down

Week 4: Exit Slip

  1. Name one healthy coping skill you can use when you feel stressed.




  1. How did a character in the book try to cope with a problem this week?




lenny
lenny

Journal

Week 5: Dilemma & Decision

Prompt: Describe a problem a character faced in Chapters 21-25. Use the problem-solving steps we discussed (e.g., identify the problem, brainstorm solutions, evaluate consequences, choose the best solution) to explain how the character did solve it, or how they could have solved it better. Consider if peer influence played a role.













lenny
lenny

Journal

Week 5: Standing Strong

Prompt: Think about a time you might be influenced by peers to make a choice. It could be a good choice or a difficult one. How would you use problem-solving steps to make the best decision for yourself?













lenny
lenny

Cool Down

Week 5: Exit Slip

  1. What is one step you take when solving a problem?




  1. How can friends influence the choices we make?




lenny
lenny

Journal

Week 6: A Peaceful Solution

Prompt: Think about a conflict between two characters in Chapters 26-30. In your journal, write a short dialogue or description of how they might use the conflict resolution steps (e.g., listen, express feelings, brainstorm solutions, agree on a solution) to reach a peaceful outcome. How does mutual respect play a role?













lenny
lenny

Journal

Week 6: Different Sides of a Story

Prompt: Imagine a conflict between two characters from the book. Write a short paragraph from each character's point of view, explaining what happened and how they feel. How does seeing both sides help in solving the conflict?













lenny
lenny

Cool Down

Week 6: Exit Slip

  1. Name one step you can use to resolve a conflict.




  1. Why is mutual respect important when you disagree with someone?




lenny
lenny

Journal

Week 7: My Reflection Journal

Prompt: In your journal, make two lists: 'Things I'm Good At' and 'Things I'm Working On.' Then, write about a personal responsibility you have at home or school. How does positive self-talk help you with your responsibilities or when you are working on a new skill?













lenny
lenny

Journal

Week 7: Taming the Inner Critic

Prompt: Think about a time you might have had negative self-talk. What was the thought? How could you rephrase it into positive self-talk to help you achieve your goal?













lenny
lenny

Cool Down

Week 7: Exit Slip

  1. Name one skill or activity that is easy for you, and one that is more difficult.




  1. How can positive self-talk help you with your responsibilities?




lenny
lenny

Journal

Week 8: My Book Club Journey

Prompt: Reflect on your journey through 'Because of Mr. Terupt.' What was the most important lesson you learned about empathy, friendship, or resilience? How might you apply what you've learned to your own life and community?













lenny
lenny

Journal

Week 8: Character Growth

Prompt: Choose one character from the book and describe how they changed or grew throughout the story. What specific moments or challenges helped them grow?













lenny
lenny

Cool Down

Week 8: Exit Slip

  1. What is one way you can contribute positively to your school community?




  1. What was the most important lesson you learned from 'Because of Mr. Terupt'?




lenny
lenny