Sharing and Caring

Overview

This 30-minute interactive session helps Pre-K students develop problem-solving and social-emotional skills using a simple story, guided discussion, role-play, and reflection. Students practice using words to express feelings, asking for help, taking turns, calming down, and polite communication. The lesson aligns with Common Core foundational skills while fulfilling ASCA Mindsets & Behaviors standards related to self-management, social skills, and positive mindset development.

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Learning Objectives

By the end of this session, students will be able to:

• Demonstrate the use of simple words to express feelings when experiencing conflict.
• Identify when to ask an adult for help during a disagreement.
• Practice taking turns and sharing through role-play.
• Use calming strategies (e.g., deep breaths) to self-regulate emotions.
• Reflect on how kindness and patience help us all be friends.

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Standards Alignment

Common Core State Standards (Pre-K)

• Speaking and Listening: SL.PK.1
  Participate in collaborative conversations with diverse partners about preschool topics and stories.
• Speaking and Listening: SL.PK.2
  Confirm understanding of a text read aloud or information presented orally by asking and answering questions.
• Speaking and Listening: SL.PK.6
  Speak audibly and express thoughts, feelings, and ideas clearly.

ASCA Mindsets & Behaviors Standards

• Mindset M 1
  Belief in development of whole self, including self-confidence and positive self-talk.
• Behavior B-SMS 1
  Demonstrate ability to assume responsibility.
• Behavior B-SMS 2
  Demonstrate self-discipline and self-control.
• Behavior B-SS 5
  Use effective communication skills.
• Behavior B-SS 6
  Use effective collaboration and cooperation skills.

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Materials Needed

• Storybook or scripted story cards about two children wanting the same toy
• Visual emotion cards (happy, sad, mad, calm)
• A soft toy or classroom toy for role-play
• Calm-down corner props (e.g., sensory bottle, breathing posters)
• Chart paper or whiteboard and markers
• Reflection drawing paper and crayons

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Lesson Timeline

1. Welcome & Warm-Up (5 minutes)

• Greet students with a smile; briefly remind them of the classroom rules for listening and taking turns.
• Show emotion cards and ask students to name the feelings.
• Lead a 1-minute “Take a Deep Breath” calming exercise to transition into the lesson.

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2. Story Time: The Sharing Dilemma (7 minutes)

• Read or tell a short story about two children who want the same toy at the same time. Keep language simple and expressive.
• Pause to ask predictive and comprehension questions:
  • “How do you think they feel?”
  • “What can they say to each other?”
  • “Who can help if they don’t know what to do?”
• Introduce key vocabulary: sharing, waiting, asking for help, taking turns.

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3. Guided Discussion: Words and Help (5 minutes)

• Chart responses from story discussion. Write or draw:
  • “Use your words like ‘Can I play?’”
  • “Ask a teacher or friend for help.”
  • “Take turns.”
• Emphasize polite phrases and using calm voices.
• Reinforce calming strategies by reviewing “deep breaths” when feelings get big.

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4. Interactive Role-Play (8 minutes)

• Divide students into groups of 3. Assign roles: Child A, Child B, and Helper.
• Provide a toy and let children act out the scenario using words and behaviors learned.
• Rotate roles so every child practices asking, sharing, and helping.
• Prompt children during role play with cues like “What do you say if you want the toy?” and “How can you calm down if you feel upset?”

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5. Closing Reflection & Drawing (5 minutes)

• Circle up and ask: “How do we feel when we share and take turns?”
• Invite students to draw a picture of themselves sharing or helping a friend.
• Praise all efforts and reinforce that using words and asking for help makes school fun and safe.

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Assessment

• Observation: Monitor participation during role-play for use of polite language, turn-taking, and calming strategies.
• Listening: Gauge understanding through answers given during story discussion and reflection.
• Student Art: Review drawings for evidence of understanding sharing and helping concepts.

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Differentiation for Students with IEPs

• Provide visual cues (emotion cards, phrase charts) consistently.
• Use simple sentences and repeat key ideas often.
• Allow movement breaks between activities.
• Assign peer buddies for support during role-plays.
• Use positive reinforcement frequently to boost confidence and engagement.

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Teacher Reflection Prompts

• Which calming techniques worked best for helping students self-regulate?
• Did students demonstrate with words and behavior how to solve conflicts?
• How might this lesson be modified to better meet diverse social-emotional needs?

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By creating a safe, playful environment to explore sharing and problem solving, this lesson fosters social-emotional growth foundational to lifelong success. It aligns thoughtfully to both Common Core communication standards and ASCA skills crucial for young learners’ development.