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Hayes
2015-2016
Overview
Molly Hayes
2015-2016
Lesson 1: Introduction
Objective: Introduce the program, concept of the tree, and begin the roots
Introduction: During our time together we are going to play games, create things together, and
have fun. At the end of every period together, we are going to get to add something to this
tree. This tree is for you and your classmates and its going to show everyone in the school all
the great things you have done.
Since I am in your classroom, we are going to follow your rules. Can anyone tell me what rules
are important for us to follow here? Is there anything else we need to remember to do when
we play games, listen to stories, or build things?
Activity: Silent line up games (objective: practice following instructions given by instructor, play
a game that highlights similarities and differences as a covert introduction to root activities in
coming sessions)
Debrief/Process:
1. What was it like to play a game where you werent allowed to talk?
2. What strategies did you use to complete the tasks?
3. What did you learn about each other?
Conclusion: All of the things you learned about each other today are little parts of what make
you you. These things are part of your class tree roots.
Molly Hayes
2015-2016
Debrief/Process:
1.
2.
3.
4.
Conclusion: Tree roots keep the tree alive! Just like the roots of a real tree, the roots of your
class tree are what keep it alive and make it unique. Without you, your class tree wouldnt be
the same. Each of you offer something special to your class. Next time we are going to add
something to your tree root to represent you.
Molly Hayes
2015-2016
Why have you picked this tree? What do you like about it?
What was it like to go looking for yourself in a tree?
What did you learn?
What did you like about this activity/what did you not like about this activity?
Conclusion:
Next time we meet, you will get a chance to put a picture of you and your tree on the roots of
your class tree. If you would like to tell the group about your tree next week, you will get a
chance to do that.
Molly Hayes
2015-2016
Hand out tree photos and offer chance to share why trees were chosen
Facilitate a discussion about uniqueness and offer encouragements and validation
throughout
Hand out names and paper for drawing items to decorate tree roots
Allow students to add items to their roots as they complete them
Debrief/Process: Take a look at the class tree and ask for reflections
1. What do you notice about your class tree?
2. What does it need?
Conclusion:
Each of you are unique and special; we all have similarities and differences but we can come
together to create a group
Molly Hayes
2015-2016
Debrief/Process:
Conclusion:
Each of you are strong in your own ways; we all have similarities and differences but we can
come together to create a group
Molly Hayes
2015-2016
Think about the things your class has that helps you do well in school
Teachers/students/facilitator can write items on hearts for students to decorate and
tape between the roots of the tree
Debrief/Process:
1. What did we do today?
2. What did you learn?
Molly Hayes
2015-2016
Lesson 7: Review
Objective: review activities completed and refresh mind on what we are doing together
Introduction: fist to five (how are you doing today?)
Activity: review items on the tree, activities completed, and lessons learned
Debrief/Process:
1. What do you notice about your tree? Has anything changed since the last time we
visited it?
2. Does your tree need anything right now? Maybe a hug? Maybe a message?
Molly Hayes
2015-2016
Take turns using a banana to make fake phone calls to each other
Practice making calls to a classmate
Hello, my name is ________ and Im calling to say something nice to ____________...
Take a banana and write down one thing that someone said to you that was nice
Put banana on the tree trunk
Debrief/Process:
1. What was it like to tell someone something nice?
2. What was like to hear something nice?
Molly Hayes
2015-2016
Im going to hand out cards to everyone in the room, you goal is to find someone in the
room that have a card with the same snowflake on it
Once you have found your partner, talk to each other to find one thing that you are
both good at, or both like
When youre done, you both come pick another card from the pile
On your second round, figure out something that you are not good at or dont like that
your partner is good at or does like
Debrief/Process:
1. What did you learn from this activity?
2. What was it like to find out that you liked something the same as one of your
classmates?
3. Lets make a list of the things you like and are good at and put them on a piece of bark
for the tree
Conclusion:
Reflect on learning and what was chosen to represent that learning for the tree.
Molly Hayes
2015-2016
Debrief/Process:
What special skills did you use with this activity? Put that skill on a piece of bark and add it to
the tree.
Conclusion:
Reflect on learning and what was chosen to represent that learning for the tree.
Molly Hayes
2015-2016
Molly Hayes
2015-2016
Do something unique and individual (meaning that the part you work on by yourself
looks different from other peoples)
You make sure your part fits together with the class
Conclusion:
Reflect on learning and what was chosen to represent that learning for the tree.
Molly Hayes
2015-2016
Molly Hayes
2015-2016
Molly Hayes
2015-2016
Debrief:
1. Are you flexible?
2. How did you become flexible?
3. Why is it important for us to be flexible?
Conclusion: Write importance of flexibility on leaves for the tree
Molly Hayes
2015-2016
Hand out gum and have children unwrap their piece for examination
Reflect: what do you notice about the gum? Does it look flexible or inflexible?
Slowly bend your piece in half. What do you notice now? (When its bent slowly, the
gum is flexible. When is it bent quickly, it breaks being flexible doesnt happen over
night, it happens slowly)
Put gum in your mouth but dont chew it. What do you notice? Is it more flexible now?
(No, it stays the same. Being flexible means you have to make changes. You cant just sit
there)
Chew your gum. What do you notice now? Is it more flexible now? (Yes, chewing the
gum makes it more flexible. Being flexible takes practice)
Molly Hayes
2015-2016
Conclusion: Write down one thing about frustration on a leaf and put it on the tree
Lesson 20: Frustration Tolerance Continued
Objective: explore frustration
Introduction: What did we talk about last time? What can you do when youre frustrated?
Activity: Watch Disney Short Films and reflect with zones of regulation/five point scale/calming
strategies
Debrief/Process: What strategies work well when youre frustrated? (Write down on leaves for
tree)
Molly Hayes
2015-2016
We are going to play a game that is designed to make you frustrated and thats okay
Conclusion: write situation on leaves for each tree branch that applies
Lesson 23-25: Practicing Multiple Skills
Objective: practicing skills
Molly Hayes
2015-2016
Debrief/Process:
Conclusion: just like your trees learn to adapt so they can get the most out of their
environments, people learn to adapt to changes so that they can continue to become better
versions of themselves. What adaptation did you make today when we visited the park? (voice
level, moved around people, watched where I was going, etc.) put this on the tree branch
Molly Hayes
2015-2016
What was that like for you? What did you think? How did you feel? What did you want
to do?
What did you need to do to make sure you were okay?
What would you do next time?
What was that like for you? What did you think? How did you feel? What did you want
to do?
What did you need to do to make sure you were okay?
What would you do next time?
Molly Hayes
2015-2016
What was that like for you? What did you think? How did you feel? What did you want
to do?
What did you need to do to make sure you were okay?
What would you do next time?
What other skills did you practice?