Hawk's Nest: Skill of The Week

Hawk’s
Nest
Skill of the Week
8/2 Greeting Others/Acceptance
8/9 Following Instruction/Best Interest
of k
8/16 Getting the Teacher’s Attention/Patience
l
8/23 Staying on Task / Distractions
il e
Sk
8/30 Listening/Trust
W e
9/7 Accepting No for an answer/ Frustration - Self Regulation
e
9/13 Accepting Criticism or a Consequence/ Embarrassment
t h
9/20 Disagreeing Appropriately/ Anger
9/27 Making an Apology/ Empathy
October 4-8 Fall Break
10/11 Asking for Help/ Humility
10/18 - Asking for Permission/ Anticipation
10/25 Working with others/ Tolerance
11/1 Appropriate Voice Tone/ Respect
11/8 Accepting Compliments/Self Esteem
11/15 Having a conversation / Acceptance
11/29 (suggestion box)
12/6 Ignoring Distraction / Awareness
12/13 Sharing Something / Caring
Additional Topics & Resources
● Empathy and Perspective PP
● Daily SEL Writing Prompts Folder
● Calming Corner Presentation
● Morning Meeting Slides

Monday
1. Teach procedures and create class
agreed upon expectations for Nest
(See SOAR for Nest slide - guide
students to this)
2. Practice: Share something about

your time during quarantine

Tuesday 1. “What was the first thing you did when you walked into the
classroom?”
2. When Greeting Others it is important to…

a. Look at the person
b. Use a pleasant voice
c. Say, “Hi or Hello”
3. Provide a personal example such as…

a. Back to in person learning - greeting people I haven’t seen in a
while
b. This makes me feel accepted
4. Have students provide examples such as..

a. First day of school
b. Sports team / club
5. Practice - goal of learning everyone’s name by end of week

a. Stand up, hand up, pair up...until you’ve met at least 5 people
6. Pose to the class: “How can we safely greet others at home and in
the community?”
7. Class commitment:
a. Example: Every day we will welcome everyone in our
classroom / school community by greeting them in a pleasant
voice.
Wednesday 1. “What does acceptance mean?”
a. Answer: to be admitted (allowed/ wanted) to a group
(classroom community)
2. “How does being greeted help make you feel accepted?”
3. Review the steps of how to greet others (teacher or a

student)
4. Discuss greeting someone you don’t get along with - just

because you greet someone doesn’t mean you like them
a. Personal example
b. Sport fan/ opposite teams example
c. https://www.youtube.com/watch?v=9-1O1PK-B5k
d. Student example:
5. Practice: Role Play

a. Pretending you and partner are on rival sports team
and greet each other at the beginning of a game

Thursday
1. Review steps of how to greet others
2. Safely Partner up students
3. Students will greet partner, learn a little bit

about them and introduce them to the whole
circle (goal to learn everyone’s name)
4. Homework: Greet someone you don’t know at

all (or very well) and be ready to share how it
went

Monday 1.
2.
Name 3 synonyms for instructions, ie. directive,
requirement, command
When following instructions it is important to:
+ Look at the person.
+ Say “Okay.”
+ Do what you have been asked right away.

a. Driving to work this morning, I had to follow the
instruction to drive 65 mph (speed limit sign)
b. It is in my best interest to follow the speed limit sign so
I won’t get a ticket or get into an accident
4. Have students provide examples such as..

c. Example: Instructions from home to take out the trash
5. Practice - you teacher asks you to pick up a piece of litter,

what do you do?
Blended Teaching Link

3-6: The Worst Day of My Life Ever

Tuesday 1. What does “having your best interest in mind” mean?
Answer: When I follow instructions, that is best for me because I will
avoid problems/ consequence
2. How does following instructions keep your best interest in mind?

Answer: it saves time, helps get projects done, shows maturity, helps
with a smooth running class
3. Review the steps of following instructions (teacher or student)
4. Discuss following instructions when you don’t feel like following the
instructions.
a. Personal example
b. Playing with friends and you get an instruction from teacher
c. Student example
5. Practice: role play

a. Pretend you are given an instruction to work on your math
assignment when you are talking to a friend

Wednesday 1. Review steps of how to follow instructions
2. Partner up students
3. A teacher asks you to number your paper 1-10. Why

would it be important to do this right away?
4. Read the steps of following instructions to your

partner. Complete these role plays.
5. Your teacher tells the entire class to take out their

book and open to page 47 and start reading. What do
you do?
6. The principal asks you to come to the office. What do

you do?
7. A sub asks you to take attendance. What do you do?

Thursday 1. Review steps of how to follow instructions
Look at the person.
Say “Okay.”
Do what you have been asked right away.
2. Why is it in your best interest to follow

instructions at school and home?
3. Homework: The rest of today, notice what

steps you are following while you are
supposed to be following instructions. Try to
identify 2 to 3 reasons that it’s in your best
interest to follow these instructions.

Monday 1. Ask the class “Why is it important to be patient or how can having
patience be beneficial to them”
2. Teach procedures “Getting the Teacher’s Attention”

a. Look at the teacher.
b. Raise your hand and stay calm.
c. Wait until the teacher says your name.
d. Ask your question.
3. Provide a personal example such as….

a. Speaking over others…(When we have our meeting or training
and we have a question, if we all speak at the same time my
question most likely will not be answered correctly because I did
not have Ms. Nanni’s full attention since I did not wait for her to
say my name.
b. Waiting will give me the teacher’s undivided attention.
4. Have students provide examples such as….

a. How this will be beneficial to them in school.
b. How patiently waiting will help them outside the classroom (at
home).

Tuesday 1.
2.
Ask the class “What is the first thing you should do in the
classroom when they have a question?”
Ask the class why is that important (going over their

responses)?
3. Review the steps of the skill “Getting the teacher’s Attention”

b. Raise your hand.
4. Discuss various classroom examples below

-a. Your teacher told everyone to raise their hand when they’re done
with the test and she would collect it. You aren’t done with your test
but you have a question. How would you get the teacher’s attention?
-b. To leave your seat during class you need to ask. How would you
get your teacher’s attention?
-c. Your teacher is verbally quizzing students before a test as a
review. You know the answer to many of the questions. How do you
get the teacher’s attention?
5. Give students a personal example.
6. Have students provide feedback or examples where they have

followed similar steps…
7. Have students practice during class time today

Wednesday 1. Review the steps of the skill “Getting the Teacher’s Attention”
a. Students will by following the steps provide each step.
2. Ask the class why is it important to follow these steps?

a. Positive outcomes.
1. Give examples in/out of the classroom.
b. Negative outcome that could be avoided.
1. Give examples in/out of the classroom.
3. How can this be applied at home or other areas? Would you

complete all of these steps when getting the adult’s attention?
-For example if you are trying to get Drake’s attention at a concert
would you raise your hand?
-If you needed your baseball coaches attention, would you raise
your hand?
-If you needed a store clerk’s attention, would you raise your hand?
-If you needed your mom’s attention, would you raise your hand?

Thursday 1. Review the steps for the
2. skill “Getting the Teacher’s Attention”

b. Raise your hand and stay calm
2. Assigned students a task such as making an observation...

a. During lunch, recess, or another class pay attention to your
surrounding and identify two instances:
1. Where the student/person follows the skill “What was
the outcome?”
2. Where a person/student DID NOT follow the skill. “What
was the outcome?”

Monday 1. Ask the class: “What are common classroom
distractions that interrupt your focus?”
2. When staying on task it’s important to…

a. Look at your task or assignment
b. Think about the steps needed to complete
the task
c. Focus all of your attention on the task
d. Stop working only when instructed
e. Ignore distractions or interruptions from
others

a. Every weekend I plan the lessons for this
week. But if I turn on the TV to watch the
Cardinals it takes twice as long
b. If my family keeps interrupting me I lose
focus quickly and it takes longer so they
know if I’m on my computer to try hard not
to bother me
4. Allow students to provide examples of things that
distract them in the classroom
Tuesday
1. Review the steps of the skill of Staying on Task
with the students (teacher or student led)
2. Introduction: “Yesterday we talked about things that

distracted us. Let's talk about how we ignore those
distractions.”
3. Teacher provided example:

a. I will put my phone on silent to help avoid
looking at it
b. I will use my hand to block the view of someone
who is distracting me
c. I will put my back towards the distraction
d. I don’t respond to the person who is talking to
me, laughing etc.
4. Students provide examples
5. Discuss practice scenarios

a. You are studying for tomorrow’s big test when
you get several text messages from your
friends.
b. Your reading assignment is to have 20 pages
read by tomorrow. You are trying to read in the
living room where your mom and dad are
sitting and watching the news.
Wednesday
1. Review the steps of the skill of Staying on Task (teacher or
student led)
2. “We focused a lot on ignoring distractions. What are some

ways we can ignore distractions?” - Allow students to share
ideas
3. “Sometimes looking away isn’t enough. What are some

things we can say to a person who is distracting us?”
a. Possible examples include…
b. “Stop, I’m trying to work”
c. “Let's talk about it at lunch”
d. “Talk to me later I don’t want any homework”
e. “Stop talking to me, if the teacher calls home again I’m in
big trouble”
4. Create a class list of “Things to say when someone is

distracting you” (2-3 things). Come to a class agreement that if
you hear a classmate say one of these you MUST stop bothering
them.

Thursday 1.
2.
Review class list of what to say when someone is distracting you
Pose the question “Do you need to stay on task in places other
than school?” Where? When? Why?
a. Possible locations include…
b. Sports Practice
c. Cooking
d. Job
e. Babysitting
3. What would happen if you weren’t on task during one of those times?
4. Do you need to follow all steps of the skill in all of those settings? For
example…
a. Which steps would you follow while you are at soccer/basketball
practice?
b. Which steps would you follow while you are cooking dinner for
your family?
c. Which steps would you follow while cleaning your room?
5. Homework: The rest of today, notice what steps you are following
while you are supposed to be staying on task. Try 2-3 of our avoiding
distractions techniques. Be ready to share when we meet tomorrow.

Monday 1.Ask the class: “What does actively listening mean?”
2. When Listening it is important to….

a.Look at the person who is talking and remain quiet
b. Wait until the person is through talking before you
speak.
c. Show that you heard the person by nodding your
head, saying ‘Okay,’, ‘That’s interesting,’ etc…

a. When I am talking to my friend about what we did
this weekend….
b. I trust my friend because they listen to me.
c. I know they listen to me because...
4. Have students provide examples such as…

a. Talking to their friends
b. Talk to their parents
c. Talk to their teachers
5. Practice- Stand up, Hand up, Square up...listen to

your group talk about their favorite food/color/ whatever
you choose.
Tuesday 1. “What does trust mean?”
a. Answer: to feel safe with them, to confide
in them, and you think they are reliable.
2. “How does listening build trust?”
3. Review the steps of listening (teacher or

student)
4. Discuss listening to build trust.

a. Personal Example
b. Students Example
5. Practice: listening
a. Telephone, have one student whisper a
phrase to another student, then that
student whispers it to the next, this
continues around the circle until everyone
has said the phrase...see if the same
phrase comes back to you.
Wednesday
1.Review steps of listening.
2. “We are going to practice the importance of listening to the teacher”
3.Provide students with a small sheet of writing paper. Then let them
know that the activity you are about to do will prove how well they
listen and follow directions. Let them know that you will state each
instruction, then pause, then repeat the instruction. Add, But I will not
repeat any instruction a third time, so you must listen very carefully.
a. Write your first name on the last line of the paper at the
left-hand corner.
b. On the first line on the paper write the numbers 1 through 9.
Start at the left and print the numbers. Leave a space between
each number.
c. Circle the number 6.
d. Draw a star in the upper left-hand corner of the page.
e. Fold your paper in half the long way.
f. Draw a heart in the middle of your paper.
g. Write the first initial of your last name in the upper right-hand
corner of the page.
h. On the last line on the page, write the word done near the right
corner.
5. Homework: Listen to someone at home tonight and show you
listened by responding. Did that make them trust you more? Talk to a
9/1 Listening/Trust family member..did they listen? Did you build trust?
Thursday
1. Share your homework experience and if the
other person helped build trust between you.
2. Pose to the class: “Who in the community

do you have to listen to? What would happen if
you don’t listen to them?” “Why is it important to
trust someone? How do you feel when you trust
someone?”
a. You have to listen to the crossing guard
to trust they will not let you cross until it
is safe.
- Allow students to answer and give examples
of people they trust and how they show they
trust them.
9/2 Listening/Trust
Monday - No School
Labor Day
Tuesday 1.
a.
Ask the class, “Why is it sometimes hard to hear no for an
answer?”
Usually it’s hard when it’s something you really wanted (to
use the restroom, use your phone, buy a bag of chips etc.)
2. Review the steps of Accepting No: When accepting no for an

answer it is important to:
1. Look at the person.
2. Stay Calm.
3. Say ‘Okay’
4. If you disagree, ask later
3. Practice scenarios
b. You were told to work on a group project with three other
students but you want to work with a different group. You
asked the teacher to trade places with another student. You
were told no. How do you respond?
c. You asked the teacher if you could give your pencil back to
your friend. You hear no for an answer. What should you
do?
d. At recess you asked your friend to switch with you so you can
be goalie. They said no. What do you do next?
9/7 Accepting No for an answer/ 4. Wrap up: Ask the class, “Think of a time you did not accept no
for an answer appropriately. What was your consequence?”
Frustration - Self Regulation
Wednesday
1. Ask the class, “Do you often feel frustrated when someone
tells you ‘no’?”
2. Discuss the definition of frustration:

-Answer: a feeling of anger or annoyance caused by being
unable to do something
3. It can be normal to feel frustrated when someone tells you

“no” for an answer, but it’s important to say ‘ok’ and stay calm.
Why?
a. The person is more likely to say ‘yes’ to you in the future
if you stay calm
4. Discuss self-regulation:
Self-regulation is the ability to manage your emotions/behavior
How can you self-regulate your emotions in order to stay calm?
a. Take deep breaths

b. Take ‘chill time’ (a 3 minute break)
c. Keep a positive attitude by making positive statements to
yourself (“I’ll stay calm, I got this”)
d. Do a yoga pose for 1 minute
e. Take a water break
9/8 Accepting No for an answer/ f. Write down what you want to say and cross it out
Thursday 1. Review the steps of Accepting No for an Answer
(teacher or student led)
2. Review what Self Regulation is and ways

students can calm themselves down
3. Tell the class: Even though we now know some

great ways to calm ourselves down, it may be
too late and we’ve already reacted. What are
some warning signs that we (or our body) are
getting frustrated?
a. Sweaty palms, body feels hot, heavy breathing,
feeling red, holding your breath, crying
4. Ask the class: When you see a friend getting

frustrated, how can you help?
5. Class commitment: We agree that if we see a friend

getting frustrated we will….
9/9 Accepting No for an answer/

Monday 1. Ask the class “What do the words criticism and
consequence mean?”
a.
b.
Criticism: disapproval by pointing out faults
Consequence: what happens because of an action
2. When you accept criticism or a consequence you...

b. Stay Calm.
c. Say ‘Okay’
3. Reflect: “When have you had to accept criticism from

someone?”
a. Teacher example: being late for work
b. Student examples: didn’t clean your room, didn’t
follow rules in the cafeteria, made mistakes on your
assignments
4. Why do teachers criticize/ assign consequences?

a. So you know what you did wrong and are about to
correct it.
b. So you take responsibility for your actions.
9/13 Accepting Criticism or a

Consequence/ Embarrassment
Tuesday
1. “What does “embarrassment mean?”
a. Answer: feeling shame or guilt for doing something wrong or
foolish
2. “How could receiving a consequence make you feel embarrassed?”
3. GIve an example of a time you felt embarrassed?
4. What are body signs that you may be embarrassed about?

a. Blushing (red cheeks)
b. Feeling hot or sweaty
5. Discuss self-regulation:
Self-regulation is the ability to manage your emotions and behavior
How can you self-regulate your emotions when feeling embarrassed?

a. Take deep breaths
b. Take ‘chill time’ (a 3 minute break)
c. Count to 10
d. Keep a positive attitude by making positive statements to yourself
(“I’ll stay calm, I got this”)
e. Do a yoga pose for 1 minute
f. Take a water break
g. Write down what you want to say and cross it out
9/14 Accepting Criticism or a h. Talk to the counselor about other strategies to use
Wednesday 1. Review the steps of accepting a criticism or a consequence
(teacher or student)
2. Why is it important to accept a consequence or criticism?

● You are less likely to repeat mistakes.
● You are more likely to keep small problems from turning into
bigger ones.
● People who can accept responsibility for their behavior are
generally viewed as more mature.
3. The last step of accepting a criticism is to stay calm. What things
can you do to stay calm?
a. Work together to come up with a list and have students agree
to try 2-3 of these things.
b. Some examples: take a deep breath, count to 10, squeeze
your hands a few times, etc…
4. Role play: One person be a teacher/ the other student
a. Teacher: tell your student they must move their seat because
they continue to talk during instruction.
b. Student: accept the consequence and practice staying calm.
9/15 Accepting Criticism or a

Thursday 1. Remember when “Accepting Criticism or a Consequence” it
is important to:
1. Look at the person.
2. Stay Calm.
3. Say ‘Okay’
a. Take a deep breath.
b. Count to ten.
c. Relax your muscles.
2. Why is it important to accept consequences or criticism at

home?
a. Allow students to respond
3. How do you accept consequences or criticism when you
are at home?
4. Role Play Practice
a. Coach: tell your player they have to sit out the fist five
minutes of the baseball game because they are
earning a MP in their writing class.
b. Player: accept the consequence appropriately and ask
your coach what day to miss practice so you can get
9/16 Accepting Criticism or a extra help from your writing teacher.
Monday
1. Have students share with a partner about a disagreement they’ve had at
school.
2. Ask the class to share out why it would be important to disagree in an

appropriate way.
a. Others are more likely to listen to your side
b. People will understand your needs/wants more clearly
c. It helps avoid shouting matches and hurt feelings
d. If you can remain calm it shows maturity
3. Teach the steps: In order to Disagree Appropriately….

c. Tell why you feel differently
d. Give a reason
e. Listen to the other person
4. Practice scenarios. Have students pair up and each choose a side of the
following silly arguments. Have students practice telling their side, listing
reasons, and listening to the other side
a. Side 1: The green mechanical pencil is yours. Side 2: You think the
green mechanical pencil is yours
b. Side 1: You think you were first in line to lunch. Side 2: You think you
were first in line to lunch.
c. Side 1: You “saved” the swing for your friend.
Side 2: You think there are no saves and it’s your swing because you
got there first.
d. Side 1: You want to bring the soccer ball in from recess. Side 2: The
9/20 Disagreeing Appropriately/ Anger teacher told you to bring the soccer ball in from recess.
Tuesday “Do you feel angry when someone disagrees with you?”
2. What Is Anger? 4. Here are some self-regulation strategies to try! Which one do
You have lots of emotions. At different times, you may you think would work for you? Maybe you have several that
be happy, sad, or jealous. Anger is just another way will help!
we feel. It's perfectly OK to be angry at times — in 1. Rip paper
fact, it's important to get angry sometimes. 2. Pop bubble wrap
But anger must be released in the right way. 3. Squish playdough
Otherwise you'll be like a pot of boiling water with the 4. Wrap your arms around yourself and squeeze
lid left on. If the steam doesn't escape, the water will 5. Write a letter to someone
finally boil over and blow its top! When that happens to 6. Jump on a trampoline
you, it's no fun for anyone. 7. Do wall push-ups
8. Write down what’s bothering you and rip it up
3. What Makes You Angry? 9. Squeeze a stress ball
Many things may make you angry. You may get angry 10. Talk about it
when something doesn't go your way or you have a 11. Scribble on paper and crumple it up
12. Do jumping jacks
disagreement with a classmate. Maybe you get mad
13. Put the palms of your hands together, push and release
at yourself when you don't understand your homework
14. Do stretches
or when your team loses an important game. When
you have a hard time reaching a goal you might
become frustrated. That frustration can lead to anger.

Wednesday
1. Review the steps of Disagreeing Appropriately (teacher or student led)
2. Share with the class: One of our self-regulation techniques these past
few weeks has been doing a yoga pose for 1 minute. Let’s explore some
together…
a. https://app.gonoodle.com/activities/manage-frustration?s=category
&t=Manage%20Stress
b. https://app.gonoodle.com/activities/melting?s=Search&t=melting
c. https://app.gonoodle.com/activities/rainbow-breath?s=Channel&t=F
low
3. Ask the class, out of the ones we tried, which one might you do to calm
yourself down?
4. Ask the class: If you’re angry at ______ when/how can you use this
pose?
a. School
b. Home
c. Community

Thursday
1. Review the steps of Disagreeing Appropriately…
c. Tell why you feel differently
d. Give a reason
e. Listen to the the other person
2. Why is it important to disagree appropriately in the

community? Who might you have a disagreement with?
a. Allow students to share examples: teammates,
parents, siblings.
3. Have students create groups of 2-3 peers. Have them

create a list of the top 5 things to do after school (1 being
the best). Remind students to follow the steps of
disagreeing appropriately.
4. Reflect: How did disagreeing appropriately make you

feel? Were you able to complete the task easier when you
followed the steps?
a. Allow students to reflect and answer.
5. Homework: Make note if you disagree with someone

today either at school or at home, how did you handle it?
Did you follow the steps? How did it make you feel when
9/23 Disagreeing Appropriately/ Anger you followed the steps?
Monday 1. Why is it important to make apologies? How can you show someone
that you are sorry for something?
2. List some times or situations where making an apology and saying

you're sorry are important:
1. 2.
3. 4.
3. When making an apology:

Look at the person.
Use a serious, sincere voice.
Say ‘I’m sorry for…’ or ‘I want to apologize for…’
Explain how you plan to do better in the future.
Say ‘Thanks for listening.’
4. Practice: Pretend that you made a mistake and you accidentally

pushed someone over in the walkway. Put yourself in their shoes and
try and see how they feel (showing empathy). Practice making an
apology with your partner.

Tuesday 1. What does “having empathy for others” mean?
Answer: the ability to understand the thoughts and feelings or

emotions of someone else
2. How can being empathetic towards someone help you make an

apology?
Answer: you can better understand what that person is feeling and
can help you take ownership for your actions
3. How might the person feel in the following situations…

-1. A student volunteered an answer, they were wrong. Another
student said, “Big surprise, wrong again.”
-2. A student in class challenged everyone to a race on the
playground. They lost.
-3. Someone else posted an unfavorable picture of you on social
media and everyone saw it.
4. Allow students to share other examples and connect it with a

feeling of empathy: Talk about a time when you felt empathy for
someone else

Wednesday 1. Review the steps of Making an apology:
2. Discuss: Why is it important to make an apology?

● Making an apology can help to make up for your mistakes
Steps in more detail: while keeping good relationships with your friends.
1. Look at the person = avoid frowning or laughing ● Others are less likely to remain upset about the situation.
● You demonstrate maturity and concern.
2. Use a serious, sincere voice tone, but don't pout -avoid
using a tone that sounds condescending, dismissive,
sarcastic or phony
3. Begin by saying, "I wanted to apologize for.... or I'm sorry Practice: Follow the steps of the skill and apologize for your behavior
for.....-say specifically what you did that caused the pain, -You argued with your teacher about how she graded your essay.
hurt or embarrassment -You constantly interrupted and disrupted the class.
4. Do not make excuses = own up to it -You shared a rumor with others about your friend
5. Say what you will do in the future to avoid repeating the -You lied when your teacher asked who arrived first in line.
same mistake -You were not completing your independent work when instructed
6. Offer to compensate or pay restitution -Sometimes saying by the teacher
you're sorry won't be enough, especially if property, such as
books or clothes, are damaged or destroyed
7. Thank the other person for listening

Thursday 1. Review making an apology:
2. Practice:
1. Pretend you spilled your breakfast cereal onto someone’s
paper or lap. Practice apologizing for your mistake and
describe how you think that person is feeling (showing
empathy)
2. In the cafeteria, you ate lunch with a new group of students.

They made fun of one of your friends, who wasn't sitting with
you. You didn't defend your friend and even said hurtful
things, too. Your friend heard about what you said and is sad
and angry. How do you think your friend feels Apologize to
your friend following the steps
3. You didn't do your chores around the house and were
grounded for the weekend. You were so angry, you yelled at
your mom and said things you wish you could take back.
How would you apologize to your mom
3. Homework: Take the time to apologize to someone for something

you did to them using the steps of “making an apology.” Come ready
to talk about how you showed empathy towards that person and how
9/30 Making an Apology/ Empathy you felt after making that apology.
October 4-8 Fall Break
Monday
1. As a class make a list of 10 things students can complete without help
(think inside and outside of school) and a list of 10 things they need
help with (think inside and outside of school)
2. Ask the class “How do you decide whether or not to ask for help?”
3. Ask the class, “Whom do you ask for help?”
4. Ask the class, “Why should you ask for help appropriately?”
5. Review the steps for asking for help..

b. Ask the person if he or she has time to help you
c. Clearly explain the kind of help you need
i. Don’t assume that you will get the help immediately
d. Thank the person for helping

Tuesday 1.
2.
Review the steps of Asking for Help (teacher or student led)
Share that sometimes it can be hard to ask for help. But

asking for help shows humility.
3. Humility means knowing you don’t have the answers and

understanding it’s okay to need help from someone else
4. Teacher example of showing humility. Possible examples

include…
a. When you were new to the school you had to ask for
help with the copy machine, finding your way around
campus, report cards etc.
b. Learning something new as an adult such as changing a
diaper, riding a bike, swimming etc.
5. Students share examples of showing humility
6. Return to the list of 10 things you need help with that you
created on Monday. And difficult topics to ask for help for
(ones that make you show humility). Such as..
a. Solving a conflict with a friend
b. Solving a conflict with a family member
c. Getting over a breakup
d. Getting over a death
Wednesday 1. Review the steps of Asking for Help (teacher or student led)
2. Return to the list of 10 things you can complete without help

with that you created on Monday. Discuss with the class how
they learned to do those things the first time? And who helped
them with it.
3. Discuss practice scenarios

a. You need help with the reading assignment but your teacher
looks busy (is pulling a small group). What do you do?
b. Your friend fell and got hurt while playing soccer at lunch
recess. He is crying and can’t walk. How do you ask for
help?
c. You missed practice yesterday and now the coach is having
the team practice the new play they learned. You don’t know
what to do. How and who should you ask for help?
d. You are at home trying to make carne asada and you are
unsure about the necessary ingredients. How would you ask
for help?
4. Reflection Questions...after each scenario, discuss what might
happen if you don’t ask for help in that situation

Thursday
1. Review the steps for Asking for help
2. Introduce Mediation Request form

a. How to get one
b. What to write on it
c. Where to turn it in
d. What to do when you’re called up
3. Provide examples of appropriate mediation request topics and

inappropriate topics
a. Appropriate: disagreements among friends or classmates or peers,
among teacher and student
b. Inappropriate: disagreements between adults (in the neighborhood)
4. Homework: Ask for help using the steps of the skill. Be ready to share
when we meet tomorrow.

Monday 1. Ask the classroom for synonyms for the word
“anticipation”
a. Prediction, Expectation, Thinking ahead, Premonition,
foresight, forecast...
2. Review the steps for Asking for Permission.
a. Look at the person.
b. Use a calm and pleasant voice.
c. Say ‘May I…’
d. Accept the answer calmly.
3. Provide personal examples such as……

a. If I’m in the middle of giving instructions and a student
raises his/her hand to ask to go drink water for example;
even though, he or she follow the steps I might say no
(what I mean by that if wait until I’m done so they are
able to gather all the direction and not miss anything.
4. Have students practice….

a. Allow and deny students their request to help them
practice and see that is ok to wait...

Tuesday 1. Review the steps for the skill “Asking for Permission”
a.
b.
Look at the person.
Use a clam and pleasant voice.
c. Say ‘May I….’
2. Ask the class: Why do you think sometimes students don’t ask
for permission?
-They forget
-They don’t know they were supposed to ask for permission
-They know the answer will be “no”
3. Remind students that no doesn’t always mean forever.
a. No sometime means wait, not yet, in a minute, finish this last

line first, etc….
4. Ask students “Why do you think students should ask for

permission?
-It can prevent problems
-It can make you seem more responsible and respectful
-It can create opportunities you don’t currently have
-People are more likely to want to say yes when you are asking
respectfully
Wednesday
1. Review the steps for the skill “Asking for Permission”
by having students provide the steps.
a. Always keep in mind other skills such as:
Getting the teacher’s attention, following
instruction, etc...
2. Have students work with their shoulder partner to

answer the following questions:
a. Times I must ask for permission in school or at
home.
b. Times I don’t have to ask for permission in school
or at home.
3. Have students share their answers with the group.
4. Example: You just found out the game has been

moved to another school. You need to call or text your
parents to let them know. What do you do?
a. Have students share.

Thursday
1. Review the steps for the skill “Asking for Permission” by
allowing the students to answer and provide each step.
2. Go over the steps with the class to reinforce their
knowledge.
a. Look at the person.
b. Use a calm voice.
c. Say ‘May I….’
3. Assigned students a task:

a. Have students make an observation where students
followed the steps and were granted their request.
b. Have student make an observation where the student
did not follow the steps and their request was not
granted.

Monday 1. 1. Ask the class “When in school do you have to work with others?”
2. When working with others it is important to….

a. Identify the tasks to be completed.
b. Assign tasks to each person
c. Discuss ideas in a calm, quiet voice, and let everyone share
their ideas.
d. Work on tasks until completed.
3. Provide a personal example such as…..

a. When you are at specials teachers meet to plan the best
lessons possible!
b. When building a house people have to work together to get the
job done

a. Working with others in class
b. Working on a team sport
5. Practice- Work with the person next to you to create a handshake,

check in to see if you are following all the steps.

Tuesday 1. “What does tolerance mean?”
a. Answer: The ability to work with someone in a pleasant manner. Even if
you do not get along.
2. Review the steps of working with others (teacher or student)
3. “How do you work with someone if you do not get along?”- there will be
times that you will have to work with others that you do not get along with.
a. Personal example
i. At my old job in high school I had to work with someone I did not
like but we did the task at hand and we tolerated each other.
b. Student examples
5. Practice: Role Play

a. You are assigned a project at a school with peers you do not like, what
do you do?
b. You are on a soccer team with other students that you do not get along
with, what do you do?
c. You are packing for vacation..who in your family do you put in charge of
what? (packing, snacks, driving, etc..)
d. You are working with a group and all they want to talk about is social
things. What do you do?

Wednesday
1. Review steps of working with others
2. Form groups of 4
3. Have each group create a picture/drawing BUT each

student in the group is only assigned one color to use.
a. You may tell your group what to draw and where
but you can only use your color.
b. Note to teacher: this will help you identify hogs
and logs of the groups.
4. Homework: At home tonight work together with a

sibling/family member on a task and reflect on how it
felt...

Thursday 1. Share your homework experience and if you
had to tolerate working with that person...how did
it feel working together rather than having to
complete a task independently?
2. Pose to the class: Who in the community might

you have to work with?”
3. Think of your future career and what would you

do if the people you have to work with...
a. Were often absent from work
b. Talked about social things all the time
c. Were a hog or a log
d. Spread rumors about you

Monday 1. Why is it important to use appropriate voice and tone? How can you use
an appropriate voice and tone?
2. When Using appropriate voice and tone it is important to:

a. Listen to the level of voices around you.
b. Change your voice and tone to match.
c. Watch and listen for visual or verbal cues and adjust your voice as
needed.
3. Give examples using different scenarios:

a. What kind of voice tone should you use for the following situations:
1. You are coming in late from recess and the teacher is giving
instructions.
2. You are walking in your class line to another class.
3. Your class earned extra recess at the end of the day on
Friday.
4. You are coming in late to class and the students are testing.

Tuesday 1.
2.
3.
“What does respect mean?
“How appropriate voice tone indicates respect?”
Review the steps for the skill “Appropriate Voice Tone”

c. Watch and listen for visual or verbal cues and adjust your
voices as needed.
4. Why is it important to use an appropriate voice and tone?
Answers: People are more likely to listen, not disturbing other while they
are trying to work, and others can hear you when you are talking to them.
a. Allow students time to collaborate with their shoulder partner.

b. Have students share with the group.
c. People are more likely to listen to what you have to say.
5. Verbal cues:
a. What cues? Answer: is a signal to a person to do something.
b. Verbal cues: shaking hands, patting the back.
c. Non verbal cues:are facial expressions, gestures, and eye contact.

For example if someone is talking, he or she will notice a change in
facial expressions from their teacher. This will prompt them to
11/2 Appropriate Voice Tone/ Respect respond accordingly.
Wednesday 1.
2.
Why is it important to show respect to others and for
others? Why are some ways we can do this?
Review the steps for the skill “Appropriate Voice Tone”

c. Watch and listen for visual or verbal cues and adjust
your voices as needed.
2. What kind of voice tone should you use in the following

scenarios:
a. During recess your friend falls and hurts their ankle. You
need a teacher to come and help you.
b. You are at a school game and you are waiting for your
friends to show up to sit together. You see your friend on
the opposite side of the bleachers.
3. Practice: Appropriate Voice Tone.
a. Let us pretend we are testing, assigning a student the task

of raising his hand to get the teachers attention. The
teacher will walk towards the student and using a low tone
will say “yes, how can I help you?” the student will whisper
back and ask a random question.
Thursday 1. Review the steps for “Appropriate Voice Tone”

c. Watch and listen for visual or verbal cues and adjust your
voices as needed.
2. Why is it important to use an appropriate voice and tone when you are
at home?
3. Should you voice tone change when talking to others?
***Have students discuss this among them and share their answers with
the class***
Homework: Students will make a school and home observation on how tone
of voice can influence an outcome and what are the cues that they identify.

Monday 1. Ask the class, “What is a compliment? Give an example of a
compliment.”
2. Ask the class, “How does it feel hearing a compliment from…

a. A friend
b. A teacher
c. A stranger
3. When accepting compliments….

1. Look at the person
2. Use a pleasant voice
3. Thank the person sincerely for the compliment
a. “Thanks for noticing” or “I appreciate that”
4. Avoid looking away, mumbling, denying the compliment
4. Have students stand up, hand up, pair up….Students must
give a compliment to their partner and appropriately receive a
compliment

Tuesday
1. Ask the class, “What does self esteem mean?”
2. Our agreed upon definition is “the way you feel about yourself”
3. Ask the class, “What are some ways positive self esteem can help you?”
a. Gives you the courage to try new things
b. You are more willing to try (less likely to give up if something is hard)
c. Helps you accept mistakes
d. You are less likely to get mad at yourself for something (like missing a soccer
goal, you just try again)
4. Ask the class, “How can low self esteem hurt you?”
a. It can make you feel unsure or nervous
b. You are less likely to try new or difficult things
c. It makes losing seem worse than it is
d. It makes it hard to get over things that don’t go well
e. Instead of trying again, you give up
5. Ask the class, “How can YOU build your self esteem?”
a. Notice when you try new things - compliment yourself for it
b. Notice when you learn to do something - compliment yourself for it
c. Make a list of things you’re good at
d. Try to be happy and proud of yourself
e. You don’t have to brag out loud but give yourself a little high five
f. Spend time with people you love
6. Ask the class, “How can we help OTHERS build their self esteem?”
Wednesday 1. Review the steps of accepting compliments (teacher or student
led)
2. Ask the class why it is good to give others compliments.

a. To help build the self esteem of others
3. Many times we first give physical compliments to each

other...lets challenge ourselves to focus on personality/character
compliments
4. Teacher provides examples

a. You’re a good friend
b. You are always kind
c. Thanks for picking that book up off the floor that was really
nice
d. Great goal!
5. Students provide examples
6. Practice:
a. Give each student a piece of paper taped to their back.
Students must go around and write a compliment on each
other's paper! Try to make it personal!

Thursday - No School
Veteran’s Day
Monday 1. Ask the class “Why is it important to have a conversation?”
2. When you Have a conversation you….

a. Look at the Person
c. Listen to what the other person says
d. When there is a break in the conversation, as a question or share your
thoughts.
3. Reflect: “What makes a conversation different from just talking to someone?”

a. Allow students to answer
b. Provide an example: I can sit on my phone or watch tv and still talk to
someone but I am not giving them my full attention. When I give them my
full attention I am having a conversation.
4. Practice: Partner up: have one student pretend to be playing on their phone
while talking to the other about their day. Then have them try again by following
the steps of having a conversation. Have students then reflect on how that made
them feel in each situation.

Tuesday 1. “What does “acceptance mean?”
a. Answer: to be admitted (allowed/wanted) to a group (classroom
community)
2. “How does having a conversation without distractions make you feel

accepted?”
a. Possible answer: I feel like the person is actually listening, I want to
share more with them because they seem interested.
3. Review the steps of having a conversation (teacher or student)
4. Discuss having a conversation with someone you might not get along with-
why is it important to be able to have a conversation with them? When might
you have to talk to someone you might not like?
a. Personal example
b. Student examples
5. Practice: How would a conversation look if you were talking with a

principal? (practice) A friend? (Practice).
6. Reflect: How were these conversations different?

Wednesday 1. Review the steps of having a conversation (Teacher or student)
2. Why is it important to share a conversation? How do you feel

when someone hogs the entire conversation? What should you do if
that happens?
a. Allow students to share and come up with 2-3 things to say if
your partner/group is hogging the conversation
3. Have students create an inside/outside circle. The students on the

inside will start by telling the person on the outside circle about their
favorite movie/tv show, the person on the outside then must respond
to what they say with either a statement or a question. Then the roles
switch. Once both people have gone the circles rotate and it begins
again.
4. Reflect: How did having a conversation by following the steps

make you feel? Did it make you feel accepted? If so, how?

Thursday
1. Review the steps of having a conversation (teacher or student)
2. Who in the community might you have a conversation with?

3. If you are wearing your Harris Hawk t-shirt you are representing the
school. What will you do to have a good conversation?
4. Homework: Students must go home and have a conversation with 2

members of their family by using the steps. Be ready to share tomorrow
on how it made you feel, did it make you feel accepted?

November 24-26
Thanksgiving Break
11/29 to 12/2
Suggestion Box
Monday 1. Ask the class “What is the biggest thing that distracts you during class?”
2. When Ignoring Distractions it is important to…

a. Try not to look at people who are being distracting
b. Stay focused on your work or task
c. Refrain from responding to questions, teasing, or giggling
d. If necessary, report this behavior to a nearby adult or authority figure
a. When I am driving in the car with my kids I have to ignore distractions to
pay attention to the road
b. When my daughter is working on her homework she had to ignore her little
sister playing in order to finish
a. Independent tasks
b. At home
5. Practice- stand up hand up, square up. One person will pretend to be the
teacher, the other the student and the other two will perform common distractions
in class. Then rotate.

Tuesday 1.
1. “What does awareness mean?”
a. Answer: knowing what is happening around you
2. “How does being aware help you ignore distractions?”
3. Review the steps of how to ignore distractions (teacher or a

student)
4. A few weeks ago we talked about the skill of staying on task,

what are some things we agreed to say to those around us that
might be distracting us?
1. “Stop, I’m trying to work”
2. “Let's talk about it at lunch”
3. “Talk to me later I don’t want any homework”
4. “Stop talking to me, if the teacher calls home again I’m in
big trouble”
5. Discuss with the people around you when you have used these
sayings recently and if they helped you ignore distractions.

Wednesday
1. Review the steps of ignoring distractions (teacher or student)
2. We are going to play a game which requires us to ignore distractions

and be aware of what others are doing, are you ready? (Game-snap,
crackle, pop)
3. Students must stand in a circle and the teacher chooses one person to
start. This student says snap and then does an action and finishes by
pointing to the person to their right or left. That person must repeat their
move, say crackle, then do their own move. That person then can point to
ANYONE in the circle. That person must do both moves, say pop and do a
third. The whole class then repeats all three moves. The teacher then picks
someone new to start over.
4. Reflect: How did the game require you to ignore distractions? Did you
have to be aware of your surroundings? If so, how?

Thursday 1. Review the steps of ignoring distractions
2. When do you have to ignore distractions in

the community/at home?
a. Have students share scenarios about
how and when they need to ignore
distraction.
3. What would happen if you did not ignore

those distractions?
4. Homework: For the rest of the day I want you

to ignore distractions and notice how it helps.
Take note of which sayings you use. Be ready
to share tomorrow.

Monday 1.
1.
2.
3.
When sharing with others it is important to:
Let the other person use the item first.
Ask if you can use it later.
When you get to use it, offer it back to the
other person after you have used it.
2. Discuss: Sharing something means taking turns
with the other person.
3. Provide personal examples from teacher and

student:
4. Practice:
I am going to pretend to use this glue stick. Show
me what you would do if you needed to use the
glue stick too.
Now practice sharing a book with a partner.

Tuesday
1. Care is defined as having feelings like: concern, responsibility
or love for someone or something.
2. Discuss: How can sharing with others be an example of caring?
Answer: you are concerned for your classmate and want to

support them by sharing with them
3. Give some examples of how you show caring for others:

Possible answers: invite them to play with you at recess; sharing
your crayons with them; telling an adult when you see bullying
4. Today’s challenge: look for ways you can show caring for
someone and do it!

Wednesday 1. Review sharing something:
When sharing with others it is important to:
1. Let the other person use the item first.
2. Ask if you can use it later.
3. When you get to use it, offer it back to the other
person after you have used it.
2. Why is it important to share when someone is using
something you want to use?
● You are more likely to have a turn with the item you
want to use.
● The person is more likely to want to share with you.
● The person will be more willing to share something
next time.
3. Discussion:
What kinds of things do you have to share at home?
What should you do if you both want to use the item at the
same time?

Thursday 1. When sharing with others it is important to:
1. Let the other person use the item first.
2. Ask if you can use it later.
3. When you get to use it, offer it back to the other
person after you have used it.
1. Discuss:
What in the community do you have to share? Think
of items and locations.
Possible answers: playground equipment at the park;
shopping carts at the store; popcorn with your family at
the movies
2. Homework:
Show caring for someone by sharing something with
them.

Hawk's Nest: Skill of The Week

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Hawk’s

● Daily SEL Writing Prompts Folder

● Calming Corner Presentation

● Morning Meeting Slides

2. Practice: Share something about

8/2 Greeting Others/Acceptance

2. When Greeting Others it is important to…

3. Provide a personal example such as…

4. Have students provide examples such as..

5. Practice - goal of learning everyone’s name by end of week

2. “How does being greeted help make you feel accepted?”

3. Review the steps of how to greet others (teacher or a

4. Discuss greeting someone you don’t get along with - just

5. Practice: Role Play

8/4 Greeting Others/Acceptance

2. Safely Partner up students

3. Students will greet partner, learn a little bit

4. Homework: Greet someone you don’t know at

8/5 Greeting Others/Acceptance

3. Provide a personal example such as…

4. Have students provide examples such as..

5. Practice - you teacher asks you to pick up a piece of litter,

Blended Teaching Link

8/9 Following Instruction/Best Interest

2. How does following instructions keep your best interest in mind?

3. Review the steps of following instructions (teacher or student)

5. Practice: role play

8/10 Following Instruction/Best Interest

3. A teacher asks you to number your paper 1-10. Why

4. Read the steps of following instructions to your

5. Your teacher tells the entire class to take out their

6. The principal asks you to come to the office. What do

7. A sub asks you to take attendance. What do you do?

8/11 Following Instruction/Best Interest

2. Why is it in your best interest to follow

3. Homework: The rest of today, notice what

8/12 Following Instruction/Best Interest

2. Teach procedures “Getting the Teacher’s Attention”

3. Provide a personal example such as….

4. Have students provide examples such as….

8/16 Getting the Teacher’s Attention/Patience

Ask the class why is that important (going over their

3. Review the steps of the skill “Getting the teacher’s Attention”

4. Discuss various classroom examples below

5. Give students a personal example.

6. Have students provide feedback or examples where they have

7. Have students practice during class time today

2. Ask the class why is it important to follow these steps?

3. How can this be applied at home or other areas? Would you

8/18 Getting the Teacher’s Attention/Patience

a. Look at the teacher.

2. Assigned students a task such as making an observation...

8/19 Getting the Teacher’s Attention/Patience

2. When staying on task it’s important to…

3. Provide a personal example such as…

2. Introduction: “Yesterday we talked about things that

3. Teacher provided example:

4. Students provide examples

5. Discuss practice scenarios

2. “We focused a lot on ignoring distractions. What are some

3. “Sometimes looking away isn’t enough. What are some

4. Create a class list of “Things to say when someone is