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Spikey SEL Lesson Plan

Prepared by : Mr. Kelvin Nicholas Chan, Mrs. Thena, Ms. Jovena Choo, Mdm.

Norashikin Sahroni (Qifa Primary), Mrs. K S Amarjit Singh Bal

(Bendemeer Primary)

Topic : Prioritising Time

Target Level : P5

Duration : 2 periods (60 min)

Pre-requisite Skills : 6 thinking hats, cooperative learning strategies, decision-making

strategies and the 5 SEL competencies

SEL Competency Domains : Self Awareness

Self Management

Responsible Decision Making

Social Awareness

Relationship management

SEL Standard : Goal setting and organizational skills with specific focus on

identifying priorities and managing personal time effectively

Outcomes : Pupils will be able to:

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• understand the concept that time is a limited commodity and its implications
• identify and learn to set priorities to achieve effectiveness and efficiency
• identify the time monsters (time wasters) in their lives and brainstorm solutions to
battle these time monsters

Other Considerations : Pupils to form groups of 4 for group work

S/N Teaching Procedure/Activity Rationale Time Resources

1 Tuning In

• Teacher gives pupils a riddle to guess To tune pupils into the 5 min Video clip
“What flies but has no wings? lesson

Answer: Time
(Teacher to reward pupils with the
correct answer)

2. • Teacher shows a video clip 15min

To develop self-
• Teacher discusses with the pupils about
awareness through
the video clip and elicits responses on
watching the video clip.
the importance of time.
Critical thinking through
anaylsing the thought

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encouraging questions.

• Using black, white, red and green hat Students develop their
statements, pupils brainstorm to write ability to self-manage
down their thoughts based on the themselves.
following questions.

 What was wrong with Ashley?

 What was he doing?
 Who was at home?
 What could he have done?

• Each group will be given one of the

above questions to discuss.
• Oral presentation by each group.

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3 First Things First

• Pupils using an A4 sheet and silent To help pupils understand 15 min A4 paper and
round-robin, each group list the things the importance of setting markers
they do everyday. priorities for effective time

To develop self-
• The pupils then rank them in order of awareness, social
importance by numbering them from 1 to awareness as well as
10 and give reasons for their choices. relationship management
and decision-making
through negotiation with
team members.
• Teacher gets a few pupils to share their
answers and compare the answers, To empower pupils with
drawing good and bad inferences for the decision-making
pupils strategies with the
following steps.

1. Setting goals
2. Pros and Cons
3. Evaluate
4. Select

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4 Time Monsters

• Teacher explains that time monsters To help pupils identify the 10 min A4 size
often exist in our lives and they cause us time monsters (time coloured paper
to waste precious time unconsciously wasters) in their lives and marker
e.g. Watching TV programmes come up with solutions to
continuously regardless of quality of tackle them
programme / chatting with friends on the
phone non-stop To develop self-
awareness and to
regulate their behaviours.

• Teacher asks small groups to identify one

time monster each and think of a solution
to tackle the time monster

• Teacher gets one pupil from each group

to share the group’s answer

• Teacher concludes this segment by

encouraging pupils to be aware and take
note of the time monsters in their lives so
that they can avoid wasting time

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5 Conclusion

• Teacher provides each group with rocks, To develop the following 15 min Empty
pebbles, marbles, sand and a container. strategies: containers
• Pupils to place and fill the container with
materials given.  critical-thinking Rocks, pebbles,
• Group presentation. Each group will  problem-solving marbles and
explain their rationale of their choices  decision-making sand
and actions. strategies
• Teacher then draws the analogy that the
rocks are the most important tasks to be “CHOICE”
completed, which should be placed in the (Annex 1)
container first, and then we will find more
time to do those of lesser importance,
which are the pebbles, marbles and
• Teacher concludes by teaching pupils the
acronym “CHOICE”

 Compare the activities you have to

 How will your choice affect you later.
 Order your priorities.
 Inscribe your scheduling decisions in
your planner.
 Carry out your plan.
 Enjoy being in control of your time.

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