Lesson Plan
Facilitator Guide Restore and Reflect
Students will engage in a restorative circle to practice asking restorative questions, collaboratively create a small-group Peace Plan, set personal goals, and demonstrate growth on a post-Likert assessment compared to the pretest.
Restorative practices build empathy, accountability, and conflict-resolution skills. Co-creating agreements and reflecting on growth strengthens classroom community and fosters students’ social-emotional development.
Audience
3rd Grade Students
Time
45 minutes
Approach
Guided circles, collaborative planning, self-reflection, and assessment.
Materials
Facilitator Guide Restore and Reflect, Restorative Questions and Peace Plan Slide Deck, Small-Group Peace Plan Poster, Role-Play and Collaboration Rubric, Post-Assessment Likert Survey, Pre/Post Data Summary Sheet, and Gratitude and Breath Close
Prep
Teacher Preparation
10 minutes
- Review the Facilitator Guide Restore and Reflect and the Restorative Questions and Peace Plan Slide Deck.
- Print enough copies of the Post-Assessment Likert Survey and Pre/Post Data Summary Sheet for each student.
- Prepare chart paper or poster board and markers for the Small-Group Peace Plan Poster.
- Select a simple, low-stakes scenario for modeling and circle practice.
- Set up seating in a circle formation for easy sharing.
Step 1
Introduction & Modeling
10 minutes
- Gather students in a circle and revisit classroom norms and the purpose of restorative circles.
- Display the Restorative Questions and Peace Plan Slide Deck.
- Introduce key restorative questions (e.g., “What happened? How did you feel?”).
- Model a circle with a sample scenario using a think-aloud, referencing the Role-Play and Collaboration Rubric for peer feedback.
Step 2
Restorative Circle Practice
10 minutes
- Present the selected low-stakes scenario to the group.
- Invite students to take turns asking and answering restorative questions.
- Prompt silent reflection if needed, then encourage sharing feelings and needs.
- Use the Role-Play and Collaboration Rubric to guide positive feedback and note areas for improvement.
Step 3
Peace Plan Co-Creation and Goal Setting
15 minutes
- Divide students into small groups of 4–5 and provide each group with a Small-Group Peace Plan Poster.
- In each group, co-create 3–5 agreements for peaceful conflict resolution.
- Have each student write one personal goal related to listening or empathy on the poster.
- Rotate posters so all groups see different ideas, then finalize agreements and goals together.
Step 4
Assessment & Celebration
10 minutes
- Distribute the Post-Assessment Likert Survey; have students complete it independently.
- Collect surveys and record results on the Pre/Post Data Summary Sheet.
- Facilitate a brief discussion on how students have grown since the pretest.
- Close with the Gratitude and Breath Close, inviting students to share one thing they appreciate about the circle.
Slide Deck
Restore & Reflect: Our Peace Plan
3rd Grade Restorative Circle Lesson
Practicing questions, building peace, and reaching our goals together!
Welcome everyone! Today we begin our Restore & Reflect lesson. Use this title slide to focus attention and set a positive tone.
Classroom Circle Norms
- Speak from the heart.
- Listen with attention.
- Respect each other’s words.
- One voice at a time.
Remind students of our circle norms. Point to each as you read.
Key Restorative Questions
• What happened?
• What were you thinking at the time?
• How did you feel?
• Who has been affected?
• What do you need to make things right?
Introduce each restorative question slowly. Ask students to repeat after you.
Modeling a Scenario
Scenario: Two friends bump shoulders in the hallway and words are exchanged.
Let’s practice:
- Ask “What happened?”
- Ask “How did you feel?”
- Ask “What do you need?”
Read the scenario aloud and model the think-aloud as you ask and answer questions. Reference the Role-Play and Collaboration Rubric.
Your Turn: Circle Practice
• Form a circle with your classmates.
• Pass the talking piece when it’s your turn.
• Ask and answer the restorative questions.
• Use the rubric to give kind feedback.
Prompt students to stand in a circle and pass a talking piece. Coach and support as they practice.
Co-Create Our Peace Plan
In groups of 4–5:
- Brainstorm 3–5 agreements for peaceful conflict resolution.
- Write them on your Small-Group Peace Plan Poster.
- Include ideas about listening, respect, and kindness.
Divide into small groups and distribute the posters and markers.
Set Your Personal Goal
On your poster, write one goal related to listening or empathy.
Example: “I will listen with my eyes and ears.”
Encourage each student to think deeply about one personal skill to grow.
Post-Assessment & Reflection
- Complete the Post-Assessment Likert Survey independently.
- Share one way you’ve grown since the pretest.
- Teacher will record results on the Data Summary Sheet.
Hand out the survey quietly. Then facilitate a brief share-out.
Gratitude & Breath Close
• Take three deep breaths together.
• Turn to a partner and share one thing you appreciate about today’s circle.
• End with a big, class smile!
Guide students through three deep breaths. Invite each to whisper one appreciation.
Project Guide
Small-Group Peace Plan Poster
Materials Needed
- Poster paper or chart paper
- Markers or colored pencils
Step 1: Group Members
List the names of everyone in your group:
- _______________
- _______________
- _______________
- _______________
- _______________
Guiding Questions
- What does a peaceful classroom look and feel like?
- How can we show respect when we disagree?
- What words or actions help everyone feel safe?
Step 2: Our Group Agreements (3–5 agreements)
Use the space below to write agreements that will help us solve problems peacefully.
- _______________________________________________________________
- _______________________________________________________________
- _______________________________________________________________
- _______________________________________________________________
- _______________________________________________________________
Step 3: Personal Goal Setting
Each person writes one personal goal related to listening, empathy, or kindness.
- _______________________________________________________________
- _______________________________________________________________
- _______________________________________________________________
Step 4: Illustrate Your Plan
In the space below, draw a picture that shows your group using one of your agreements.
Rubric
Role-Play and Collaboration Rubric
Use this rubric during restorative circles and role-plays to guide feedback and self-reflection. Circle one descriptor per criterion.
| Criteria | 1 – Beginning | 2 – Developing | 3 – Proficient | 4 – Exemplary |
|---|---|---|---|---|
| Restorative Questioning | Rarely asks the correct question; questions are unclear or off-topic. | Asks some key questions but misses important ones or sequence is mixed. | Asks most questions clearly and in the right order, prompting reflection. | Asks all restorative questions thoughtfully and follows a smooth sequence. |
| Active Listening & Empathy | Limited eye contact; does not respond to peers’ feelings or perspectives. | Makes some eye contact; attempts to respond but shows limited empathy. | Maintains good eye contact; responds with understanding and empathy. | Shows deep empathy: reflects, paraphrases, and validates peers’ feelings. |
| Collaboration & Respect | Interrupts peers or dominates the circle; does not follow turn-taking. | Sometimes waits for a turn but may interrupt or sideline others. | Generally respects turn-taking and listens without interrupting. | Always encourages peers, uses kind language, and models respectful turns. |
| Self-Expression & Clarity | Voice is soft or mumbled; ideas are disorganized or hard to follow. | Voice is sometimes unclear; ideas are partially organized. | Speaks clearly with organized ideas and appropriate volume. | Speaks confidently with well-structured ideas and expressive tone. |
| Use of Talking Piece | Does not wait for or misuse the talking piece; multiple people speak at once. | Sometimes respects the talking piece but forgets to pass or hold it. | Uses the talking piece correctly most of the time; holds it when speaking. | Always uses and passes the talking piece correctly, modeling ideal practice. |
Teachers: Encourage students to set a goal for one area to improve in the next circle.
Quiz
Post-Assessment Likert Survey
Answer Key
Pre/Post Data Summary Sheet
Use this sheet to record and compare students’ pretest and posttest Likert responses. Analyze class trends, track individual growth, and plan next steps.
1. Class Summary of Averages
| Question # | Statement | Pretest Avg (1–5) | Posttest Avg (1–5) | Change (Post – Pre) |
|---|---|---|---|---|
| Q1 | I feel confident asking restorative questions. | ___ | ___ | ___ |
| Q2 | I listen carefully and respectfully when classmates share feelings. | ___ | ___ | ___ |
| Q3 | I can suggest helpful ideas to make things right when a problem happens. | ___ | ___ | ___ |
| Q4 | Working with my group to create our Peace Plan helped me understand peaceful conflict. | ___ | ___ | ___ |
| Q5 | Since our first circle, I have improved in showing empathy for my classmates. | ___ | ___ | ___ |
| Overall | Average of all items | ___ | ___ | ___ |
2. Individual Student Tracking
| Student Name | Q1 Pre | Q1 Post | Q2 Pre | Q2 Post | Q3 Pre | Q3 Post | Q4 Pre | Q4 Post | Q5 Pre | Q5 Post |
|---|---|---|---|---|---|---|---|---|---|---|
| 1. __________________ | __ | __ | __ | __ | __ | __ | __ | __ | __ | __ |
| 2. __________________ | __ | __ | __ | __ | __ | __ | __ | __ | __ | __ |
| 3. __________________ | __ | __ | __ | __ | __ | __ | __ | __ | __ | __ |
| 4. __________________ | __ | __ | __ | __ | __ | __ | __ | __ | __ | __ |
| 5. __________________ | __ | __ | __ | __ | __ | __ | __ | __ | __ | __ |
| 6. __________________ | __ | __ | __ | __ | __ | __ | __ | __ | __ | __ |
| 7. __________________ | __ | __ | __ | __ | __ | __ | __ | __ | __ | __ |
| 8. __________________ | __ | __ | __ | __ | __ | __ | __ | __ | __ | __ |
| 9. __________________ | __ | __ | __ | __ | __ | __ | __ | __ | __ | __ |
| 10. _________________ | __ | __ | __ | __ | __ | __ | __ | __ | __ | __ |
3. Teacher Reflection & Next Steps
- Which question showed the greatest overall improvement?
- Which skill area still needs additional support or practice?
- How will I adjust future lessons or circles to address these needs?
- Additional notes or observations:
Cool Down
Gratitude & Breath Close
Purpose: To end our circle feeling calm, connected, and appreciative.
1. Breathing Exercise (1–2 minutes)
- Stand or sit comfortably in your circle.
- Lead the class in three slow, deep breaths:
- Inhale through the nose for a count of 4.
- Hold for a count of 2.
- Exhale through the mouth for a count of 6.
- Inhale through the nose for a count of 4.
- Repeat this cycle three times, guiding students with each count.
2. Gratitude Share (2–3 minutes)
- After breathing, turn to a partner (or share with the class) and say one thing you appreciate about today’s circle.
- Encourage listening without interrupting.
3. Closing the Circle
- Invite a few volunteers to share their gratitude out loud.
- End with a big, class smile and a silent moment of pride in our work together.
Thank you for sharing and listening!