Individuals Working in a Group Part One

Time/Sessions60/2Grade Level/High School2/Whole
Learning Target(s) Working collaboratively
Essential Question(s) “I Can” Statement(s)How can I be a good team member when collaborating with other students?-I can describe what a good team member does.

Common Core or Essential StandardsAASL III.A.2 Develop new understandings through engagement in a learning group.
VocabularyCollaborate- work jointly on an activity, especially to produce or create something Cooperate- work jointly toward the same end
Opening Discussion Question/ActivityThe students will sit in a Restorative Circle. Whoever has the talking piece will answer a general question from a slide in a power point that you have created, such as "if you could obtain a superpower, what would it be and why?"  Then they will pair up with one other student and talk about why they chose their answers. The students will sit back into the Restorative Circle. Whoever has the talking piece will mention at least one thing they learned about their partner in the conversation about choosing their answers. 

Here are some examples of general questions to put on a slide in a power point:
1) Which movie can you watch over and over?
2) Would you rather travel by boat or plane?
3) What song do you belt out when you're alone?
4) What's your favorite dessert?
5) Do you collect anything?
6) Have you ever won anything? What was it?
7) If you had the day off, what would you do?
8) What is your favorite breakfast?
9) What is a career that interests you?
10) If you could eat one food for the next 5 years, what would it be?
Activating Strategy The students will do an activity where they will experience what it feels like to be excluded vs. included into a group. Then they will get back into a Restorative Circle. Whoever has the talking piece will answer one of the questions about the activity to show how they felt about exclusion vs. inclusion and what should they do to make sure everyone is and feels included. This activity comes from called "Climbing Out

1. Are You In Or Out?"

Activity Sheet in PDF form

Climbing Out

1. Are You In Or Out?

Spatial Requirements: Classroom with moderate space or gym/outdoor space requiredActivity Type: Movement/group
Grades: 3-12
Group Size: 10 or more

Time: 15 minutes

Introduction: This activity allows students to role-play two opposite situations: being part of a group and not being al- lowed to be part of a group. In the process, students will discuss what it feels like to be on both sides. This activity will be conducted in three phases.


• None


Divide the class into three equal groups. Have one person from each group leave the room. Try to choose students who are con dent so their self-esteem isn’t damaged when they are excluded.

Phase 1: Have each group form a tight circle, standing with their arms around each other. Invite the three people outside the room to come back in and tell them to join their group. You will have instructed the group to ignore them andnot let them into the circles. Let the students try to join the groups for two to three minutes then send them (or three new people) back out of the room.

Phase 2: Instruct the groups this time to let the individual into the group but to ignore them and exclude them from thegroup discussion. Instruct them on how to exclude that person. For example, if the individual begins to talk, someone should interrupt them so they can’t nish speaking. Have the group begin a discussion about what they are doing for funthis weekend before inviting the three people back into the room. Allow this discussion to go on for two or three minutes then send them (or three new people) back out of the room.

Phase 3: This time, instruct the groups to accept the individuals back into their circles, including them in their conver-sations and helping them feel welcome. Have the group give special attention to the individual, asking questions andshowing interest. Give the group a conversation topic. Example: If you could go anywhere in the world on vacation,where would you go and why? For this phase, try to pick an individual who could use a self-esteem boost.

Processing the Experience:

• How did it feel to be excluded?
• How did it feel to be ignored?
• How did it feel to be included?
• How did it feel to include the person in the nal phase?
• Have any of you ever felt excluded from a group? How did it feel?
• How might it feel for someone who is consistently excluded by the people around them? • How does excluding others sometimes keep them in the pot?

• What are some ways that you can help someone who is lonely or struggling feel more included?

Closing/Summarizing Strategy

Teacher MaterialsStudent Materials
Power Point and Activity Sheet
Talking Piece
Personalizing Learning/ Differentiation/Student Focus (ARC/TRC)Differentiation provided as needed for students in each class.
AssessmentObservation of each student's answers in the Restorative Circle

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