FIRST TWO WEEKS OF SCHOOL | Building Self, Building Community
By Sara Cotner, South Louisiana ‘00
Objective
- Students will be able to explain the purpose of an “I” statement.
- Students will be able to use “I” statements to express their feelings.
Materials
- Jackson Jones and the Puddle of Thorns by Mary Quattlebaum
- Index cards with scenarios
- A T-chart that says “How I feel on the inside” and “What I say on the outside”
- “I” statement poster—I feel ______when you ______because ______.
- Ask for four volunteers to pretend like they are kindergartners by acting out a scenario. Give each volunteer an index card that explains what they should do. The first three students are standing in line waiting for lunch, and the fourth student walks up to the line and cuts to the front.
STUDENT TWO: Yeah, get to the end, stupid!
STUDENT THREE: We don’t want to see your ugly face in front of us!
STUDENT FOUR: Mind your own business and shut your mouth!
- Encourage the rest of the class to clap for the volunteers.
- Ask the students who were cut in line to explain how they felt when the fourth student went to the front of the line. Record their responses in the “How I feel on the Inside” column of the T-chart. (Their responses should include emotions such as anger for being cut).
- Ask the class to explain what the volunteers said on the outside. Record their responses on the T-chart.
- Ask the volunteers who were standing in line to explain what they wanted to happen in the situation.
- Ask, “Did the problem get solved?”
- Ask the fourth student to explain how s/he felt when the three students said mean things. In the end, everyone was mad and hurt, and the problem was not solved.
- Explain to students that when we are upset with another person, we can communicate what we’re feeling on the inside by using “I” statements. Using “I” statements help us solve problems instead of making them worse.
- Reveal the “I” statement poster and explain that an “I” statement says, “I feel ______when you ______because ______.” Emphasize that the feeling must be a feeling, not an action or an opinion. Also stress that the behavior must be specific.
- Replay the situation again just with the teacher in the line and one student cutting. The teacher then says, “I feel angry when you cut in line because I’ve been waiting here for a while.”
- Explain the following scenario:
- Ask, “How does Lyndsay feel on the inside?”
- Ask, “What should she say on the outside (using an “I” statement) to show Tynell how she feels?”
- Explain the following scenario:
- Ask, “How does India feel on the inside?”
- Ask, “What should she say on the outside to show Kentra how she feels?”
- Explain the following scenario:
- Ask, “How does Jireh feel on the inside?”
- Ask, “What should he say on the outside to show Jeremiah how he feels?”
- Explain to students that they are now going to apply their ability to formulate “I” statements during a read aloud. Direct them to the poster for reference.
- Read Jackson Jones and the Puddle of Thorns by Mary Quattlebaum.
- Throughout the story, stop reading and ask students to pretend they are a character. They should write “I” statements that would help the characters solve their conflicts with each other.
- Tell students that they will be using “I” statements to express their feelings throughout the school year. When they tell people how they feel, it is easier for them to resolve conflict and get along.
- Say, “I feel happy when you use “I” statements because you are sharing how you feel on the inside and solving problems.