Counselora · Small Groups
Naming a strength and an example: small-group series
Grades 3–5 · Ready-made original
Learning goal
Use an action to show a skill someone is building.
Materials
These three story cards, the response page below, and pencils.
Write, draw, or say your answer. You may pass.
Session 1: Find a first response
Opening · 4 minutes
“What action shows a useful strength?”
Story · 6 minutes
In a pretend class project, Ren keeps track of supplies, asks a question when directions conflict, and changes the design after a trial falls over. Ren thinks strengths only mean being best at a subject.
A response to compare · 5 minutes
Ren checked conflicting directions. That is an example of careful questioning.
Practice · 10 minutes
One partner reads the story above. The other tries the words or actions in the supplied response. Switch readers if you want. Writing, drawing, watching, or passing is also a choice.
Student response · 3 minutes
What action shows a useful strength?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What action shows a useful strength?”
Session 2: Try a second situation
Opening · 4 minutes
“What action shows a useful strength?”
Story · 6 minutes
A student shares the task list so every group member can see it.
A response to compare · 5 minutes
The action shows organizing information and helping a team take part.
Practice · 10 minutes
Use the story above. Try a first response, then compare it with the supplied response. A partner can read the response instead of acting.
Student response · 3 minutes
What action shows a useful strength?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What action shows a useful strength?”
Session 3: Try a different situation
Opening · 4 minutes
“What action shows a useful strength?”
Story · 6 minutes
A student notices a missing game rule and asks before starting.
A response to compare · 5 minutes
The action shows checking information rather than guessing.
Practice · 10 minutes
Use the story above. Write or say a response before reading the supplied response. Compare them. Choose one word or action that makes the response clearer.
Student response · 3 minutes
What action shows a useful strength?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What action shows a useful strength?”
Session 4: Choose and use the skill
Opening · 4 minutes
“What action shows a useful strength?”
Story · 6 minutes
In a pretend class project, Ren keeps track of supplies, asks a question when directions conflict, and changes the design after a trial falls over. Ren thinks strengths only mean being best at a subject.
A response to compare · 5 minutes
Ren checked conflicting directions. That is an example of careful questioning.
Practice · 10 minutes
Choose story 1, 2, or 3 from the cards below. One partner reads it; the other gives a response. Switch readers if you want. Use the supplied responses to check whether the action fits the problem.
Student response · 3 minutes
What action shows a useful strength?
Closing · 2 minutes
“Choose the first action or words for this story.”
One action to keep
“What action shows a useful strength?”
Story cards to print
Card 1
In a pretend class project, Ren keeps track of supplies, asks a question when directions conflict, and changes the design after a trial falls over. Ren thinks strengths only mean being best at a subject.
What action shows a useful strength?
Card 2
A student shares the task list so every group member can see it.
What action shows a useful strength?
Card 3
A student notices a missing game rule and asks before starting.
What action shows a useful strength?
Student response page
Story number: __________
My first words or action: ________________________________________________
A response I could try next: ________________________________________________
Response examples
1. Ren checked conflicting directions. That is an example of careful questioning.
2. The action shows organizing information and helping a team take part.
3. The action shows checking information rather than guessing.