1. Meeting Our Goals Step by Step
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Kindergarten
CKCC Unit 2, Lesson 11
Social-Emotional Competency:
Regulation of Self
Please see CKCC Curriculum Guide for : Lesson Overview, Lesson Objectives, Common Core Standards, Teacher Notes, and other Engagement Strategies (located in Instructional Techniques)

2. SAMPLE SAMPLE Muscle Relaxation:
Five Minute Preparing to Learn Exercise
Muscle Relaxation:
We are all going to make our bodies tight and stiff like robots, and then we are going to loosen them up until we become so relaxed that our bodies feel like floppy rag dolls.
Can anybody show me what a robot looks like?
What about a rag doll?
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3. Now let’s try it together, starting with our hands
Now let’s try it together, starting with our hands. Everybody make a tight fist—as tight as you can. Now tighten the rest of your arm, along with your fist…tighter, tighter, tighter…
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Now relax! Release your muscles and take a deep, slow breath. Let your arm fall—like a rag doll. Great!

4. SAMPLE SAMPLE Ms. Hum’s Song
Ms. Hum’s class is fun you’ll see, Playing, learning my ABCs. She’s so happy to see us today, Come to the garden for fun and play.
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5. Activate Prior Knowledge
For the past couple of weeks during our CKCC lesson, Firefly helped Ant to get organized. Who can tell me what it means to be organized? Who remembers the two ways that Firefly taught Ant to help him get and stay organized? [Putting things in their proper places and making checklists].
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6. Activate Prior Knowledge
Now, can anyone name some tools you would find in a toolbox? Tools help us to get something done well and more easily. The tools we find in a toolbox may help us to build things. Having special places to put things, and using checklists are also types of tools because they help us to get tasks, like our schoolwork, done well and more easily. They are called “organizational tools,” and there are a number of them.
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7. TEACH
Today, with the help of our Garden Friends, we are going to continue our discussion about getting organized by learning another organizational tool.
Hello boys and girls. I want to tell you about something exciting that happened in the Garden School. The Garden Friends got a sudden, surprise invitation to go on a special trip to a museum. It seems that, at the last minute, a different class couldn’t go so they offered the trip to us. But we had to hurry, because the bus was waiting outside.
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8. Since it was going to be a very long and busy day, I decided that my students should pack extra snacks from the snack food we had in our classroom. Each garden friend got to choose one from a choice of three snacks: apple, raisins, or pretzels. We have a special basket that we always keep our snacks in, and we decided that we would fill up our snack basket and bring it to the museum with us. The bus was leaving in 15 minutes, so our goal was to be all packed in 10 minutes.
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9. Snail looked worried because we were in a rush, and he usually moves so slowly.
Some of the other Garden Friends said that they felt confused about what to do first. The next thing I knew, Ant came to the rescue.
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10. Hello, everyone. I am so happy to see you today
Hello, everyone. I am so happy to see you today. I have been busy learning how to get organized so that I will always feel prepared.
You may remember that a couple of weeks ago I had a tough day. I lost my pencil and my homework was ruined… I used Firefly’s great ideas and they helped me get organized! I got a great new folder and I have been using my checklist to prepare my backpack for school every day. And since then, I’ve had my pencil every day.  
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11. SAMPLE SAMPLE Do you remember what a checklist is?
You’re right! A checklist is a tool you can use for remembering things that are important.
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Checklist

12. SAMPLE SAMPLE Turn and Talk
Ant used the word “prepare.” Let’s be sure we remember what that word means.
Turn and Talk
Turn to a partner and discuss what “prepare” means. One or two pairs will share out.
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Great thinking! To prepare for something means to get ready to be part of an activity. Being prepared helps us to be organized.

13. SAMPLE SAMPLE “I Can Be Prepared For Anything!”
Let’s learn a new song that will help us be prepared for anything.
“I Can Be Prepared For Anything!”
I can be prepared for anything! [clap, clap]
To learn, to play, to dance and to sing! [clap, clap]
I will follow a plan that I know, when I do, I’m ready to go!
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Invite children to sing the song “I Can Be Prepared For Anything!” to the tune of “If You’re Happy and You Know It.” Access the prepared chart paper and begin by modeling the first verse. Then ask the children to sing along with you.
Hold up the Ant puppet next to the song.

14. SAMPLE SAMPLE Wow friends! What a great song!
Today I have a new tool to help you get organized and prepared. I call it a Step-List, because it is a special checklist for remembering the important steps you have to take to do something like preparing a snack, washing your hands, or even baking a cake! I number each step on my step-list, and then I can remember what to do first, second, third, and on and on. A step-list tells me the order to do things in!
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Tell students that a step-list helped the Garden Friends to get their snacks prepared on time to go to the museum. The first part of making a step-list is thinking of everything that has to get done; the next part is making sure that each step is in the correct order. 5 4 3 2 1

15. SAMPLE SAMPLE Picture Sort
Students’ job is to rearrange the pictures in the correct “step-by-step” order, to demonstrate a step-list.
What would happen if we put the soap on after we dry our hands?
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Access Visual Aid: Hand-washing. This activity can be done as a whole group activity, or in small groups or pairs with worksheets. You may ask students to cut out the pictures, or simply to number them.

16. SAMPLE SAMPLE Brain Buzz 1 ___________________________
Think of all the things Ms. Hum’s class had to do to prepare their snacks and get on the bus on time.
1 ___________________________
2 ___________________________
3 ___________________________
4 ___________________________
5 ___________________________
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They do not need to think of the activities in order, as this will be their next task, using Ant’s Step-List.

17. SAMPLE SAMPLE Sentence sort
Ant’s Step-List: these were Ant’s ideas about what had to be done, and it will be our job to put his ideas in the correct order
Garden Friends’ Goal = to make snacks for themselves for their special museum trip
Here are the steps in mixed up order:
Put my snack bag in the big snack basket that is going to the museum with us
Write my name on the bag
Put my snack in the bag
Get a bag for my snack
Choose which snack I want: apple, raisins, or pretzels
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. Begin as a large group activity on a Smart Board or felt board, showing students Ant’s steps in mixed up order. Then, you may either continue as a large group or students can work in small groups, cutting out the strips, putting them in order, and gluing them on to a blank piece of paper.

18. Here is my Step-List with the steps in the correct order:
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
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19. Great job! My plan of making and using a step-list helped the Garden Friends prepare their snacks quickly so that they could meet their goal of getting on the bus on time!
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20. Brain Buzz/Make Your Own Picture
WRAP UP
Since last week, we’ve been learning a lot about being organized. Last week, we learned about checklists, and today we learned about a special type of checklist called a step-list. A step-list tells us the steps we have to take, in order, so that we can accomplish our goals. If we follow a plan, like Ant’s Step-List, we can be ready for anything.
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Brain Buzz/Make Your Own Picture
Brainstorm ideas of tasks that a step-list may be useful for. Then, if time allows, we will draw and label a step-list of our own. You can create one for an activity you engage in daily or occasionally. Examples may include washing hands, getting dressed, or making a sandwich.

21. SAMPLE SAMPLE Discussion Who can tell me what a checklist is?
Who can tell me what a step-list is?
What is the important difference between a checklist and a step-list?
[A step-list is a special type of checklist that has a specific order, while it doesn’t necessarily matter the order of the items on a checklist. ]
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Use the focus questions to help students understand the difference between a checklist as learned last week, and a step-list, as learned today.

22. SAMPLE SAMPLE Discussion How can checklists and step-lists be helpful?
[A check-list is helpful when you need to be sure you have everything; A step-list is helpful when need to follow steps in order, like building something out of blocks, washing hands, making a sandwich, baking a cake.]
When and where can we use checklists and step-lists?
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23. SAMPLE SAMPLE BRINGING CKCC HOME
Meeting Our Goals Step by Step weekly activity sheet: Ask students to work with a special adult to complete step-list activity. Try out the task using the step-list, and then write or draw about whether it helped. Bring it back to school signed.
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24. SAMPLE SAMPLE Suggested Read Aloud
Connect & Apply activities (suggestions for diffusing the learning across the curriculum and throughout the day) are provided in the Curriculum Guide at the end of this lesson. Additional books on the topic are listed under ‘Reading’. Other connection activities to this lesson are provided in all or some of the following: Speaking, Music, Writing, Art, Social Studies, Science, Math, Listening and Movement