Lesson Plan
Our Safe Harbor: Starting the Conversation
Students will be able to co-create group agreements and complete a pre-assessment to share their initial thoughts about their family's situation.
This lesson is important for building a safe and supportive environment where students feel comfortable sharing and listening, fostering empathy and understanding around diverse family dynamics.
Audience
5th Grade
Time
45 minutes
Approach
Through discussion and individual reflection.
Materials
Whiteboard or chart paper, Markers, Slide Deck: Our Safe Harbor, Pre/Post Assessment Rubric, Group Agreements Worksheet, and Pre-Assessment Worksheet
Prep
Preparation Steps
15 minutes
- Review the Slide Deck: Our Safe Harbor and familiarize yourself with the content.
- Prepare a whiteboard or chart paper and markers for creating group agreements.
- Print copies of the Group Agreements Worksheet (one per student).
- Print copies of the Pre-Assessment Worksheet (one per student).
- Review the Pre/Post Assessment Rubric to understand evaluation criteria.
Step 1
Welcome & Icebreaker
10 minutes
- Welcome (2 minutes): Greet students warmly as they enter. Briefly introduce today's session as a chance to create a supportive space for important conversations.
2. Icebreaker - One Word (8 minutes): Ask students to share one word that describes how they are feeling today. Encourage them to explain why, if they feel comfortable. Emphasize that all feelings are valid. Use the first slide of the Slide Deck: Our Safe Harbor for a visual prompt.
Step 2
Create Group Agreements
15 minutes
- Introduce Group Agreements (3 minutes): Explain the importance of group agreements for creating a 'safe harbor' where everyone feels respected and heard. Use the relevant slide in the Slide Deck: Our Safe Harbor to guide this discussion.
2. Brainstorm & Discuss (7 minutes): Ask students what rules or agreements they think are important for our discussions to be safe and productive. Guide them to think about respect, listening, confidentiality (to a reasonable extent), and empathy. Write their suggestions on the whiteboard/chart paper.
3. Finalize Agreements (5 minutes): As a class, consolidate and refine the suggestions into 3-5 clear group agreements. Have students copy these agreements onto their Group Agreements Worksheet and sign it, signifying their commitment. Post the final agreements in the classroom.
Step 3
Introduce Group Purpose
5 minutes
- Explain the 'Why' (3 minutes): Briefly explain that the group will be a place to discuss different family situations and how they impact students' lives. Emphasize that every family is unique and there's no 'right' or 'wrong' type of family.
2. Reiterate Safe Harbor (2 minutes): Remind students that the group agreements are there to ensure this remains a safe space. Refer to the agreements posted on the board and the relevant slide in the Slide Deck: Our Safe Harbor.
Step 4
Complete Pre-Assessment
15 minutes
- Distribute Pre-Assessment (2 minutes): Hand out the Pre-Assessment Worksheet. Explain that this is not a test, but a way for you to understand their initial thoughts and feelings about their family situation. Reassure them there are no right or wrong answers.
2. Individual Completion (10 minutes): Allow students to complete the pre-assessment independently and quietly. Circulate to offer support if needed, but avoid guiding their answers.
3. Collect Assessments (3 minutes): Collect the completed pre-assessments. Remind students that their responses will help tailor future discussions to their needs. Briefly thank them for their honesty and participation. Refer to the Pre/Post Assessment Rubric for grading guidance.
use Lenny to create lessons.
No credit card needed
Slide Deck
Our Safe Harbor: Starting the Conversation
Building a Brave Space Together
Welcome!
Welcome students and set a positive, calm tone. Briefly introduce the idea of creating a safe space for important discussions.
How are you feeling today?
In one word, how would you describe your current feeling?
(No need to explain unless you want to!)
Explain the 'one word' icebreaker. Encourage sharing, but make it optional. Emphasize that all feelings are valid and this is a judgment-free zone.
Why do we need Group Agreements?
- To create a safe and respectful space
- To make sure everyone feels heard
- To help us talk about important things honestly
Introduce the concept of group agreements. Explain why they are important for safe and productive discussions. Connect it to the 'safe harbor' idea.
Let's Create Our Agreements!
What rules or understandings will help us create our 'Safe Harbor'?
Think about:
- How we listen
- How we share
- How we treat each other
Facilitate the brainstorming session. Write student suggestions on the board. Guide them toward ideas like respect, listening, confidentiality (age-appropriately), and kindness.
Our Group Agreements
These are our promises to each other to make this a safe and brave space:
[List finalized agreements here after co-creation]
Display the finalized agreements. Have students verbally confirm their commitment and then guide them to copy them onto their worksheets.
Why Are We Here?
This group is a place to:
- Share about our unique family lives
- Learn from each other
- Understand different perspectives
Remember, every family is special and different!
Explain the general purpose of the group – to discuss family life. Emphasize diversity and non-judgment.
Our Safe Harbor Reminder
Our Group Agreements are here to help us keep this a safe and supportive place for everyone.
We are here to listen, learn, and respect each other.
Reiterate the importance of the agreements. Remind students that this is a safe, supportive space.
Time for a Pre-Assessment
This is NOT a test!
It's a chance for you to share your thoughts about your family and how it impacts you.
Your honest answers help me understand how best to support you.
Introduce the pre-assessment. Stress that it's not a test and there are no right or wrong answers. It's for the teacher to understand them better.
Thank You!
Thank you for sharing and being a part of creating our Safe Harbor!
Your insights will help us on our journey together.
Conclude the session. Thank students for their participation and honesty. Briefly preview what's next.
Rubric
Pre/Post Assessment Rubric: Our Safe Harbor
This rubric is designed to assess students' initial thoughts and reflections on their family situation, as well as their understanding of group agreements. It focuses on participation, thoughtfulness, and communication, rather than correctness.
| Criteria | 4 - Exceeds Expectations | 3 - Meets Expectations | 2 - Developing | 1 - Needs Support |
|---|---|---|---|---|
| Participation in Group Agreement Co-creation | Actively contributes insightful and relevant ideas; encourages others to participate. | Participates and offers relevant ideas to the group agreement discussion. | Participates minimally or offers few relevant ideas. | Does not participate in the group agreement discussion. |
| Understanding and Commitment to Group Agreements | Clearly records all agreements and articulates a strong understanding of their importance and personal commitment. | Records most agreements accurately and demonstrates a basic understanding of their importance and commitment. | Records some agreements, but understanding or commitment is unclear. | Does not record agreements or shows little understanding/commitment. |
| Thoughtfulness in Pre-Assessment Responses | Provides detailed, reflective, and honest responses that demonstrate deep consideration of the prompts. | Provides clear and honest responses that address the prompts adequately. | Responses are brief or somewhat unclear; may not fully address the prompts. | Responses are minimal, off-topic, or indicate little engagement with the prompts. |
| Communication of Initial Thoughts (Pre-Assessment) | Expresses initial thoughts and feelings clearly and comprehensively, providing specific examples or details. | Expresses initial thoughts and feelings clearly. | Expresses some initial thoughts, but clarity or completeness is limited. | Has difficulty expressing initial thoughts or provides very little information. |
Worksheet
Our Safe Harbor: Group Agreements
During our discussion, we co-created a set of agreements to ensure our classroom is a safe and respectful place for everyone to share and learn. Please write down our finalized group agreements below.
Our Safe Harbor Agreements:
My Commitment
I understand and agree to uphold these group agreements to help make our classroom a safe and supportive "Safe Harbor" for all discussions.
Student Name: ____________________________
Date: ____________________________
Worksheet
Our Safe Harbor: Pre-Assessment
This is not a test! Your honest answers will help me understand how best to support you as we discuss different family situations. There are no right or wrong answers, just your thoughts and feelings.
-
What does the word "family" mean to you?
-
What are some things that make your family special or unique?
-
What are some different types of families you know about? (Think about friends, books, TV, etc.)
-
How do you think families help people?
-
Is there anything you would like your teacher to know about your family? (Optional)