Implementation Guide - The Charter

IMPLEMENTATI ON GU IDE

TH E
EMOTIONAL INTELLIGENC E

CHARTER

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A113



Table of Contents

Overview of the Charter A116
A District-Wide Approach A117
Outcomes Associated with the Charter A119
Classroom Use of the Charter A120
Tips for Developing a Charter Successfully A121

LESSON 1 A123
Creating an Emotional Intelligence Charter A124
A130
Lower Elementary A136
Upper Elementary

Middle School

LESSON 2 A143
Amending the Charter for Thanksgiving A144
A146
Lower Elementary A148
Upper Elementary

Middle School

LESSON 3 A151
Renewing the Charter for the New Year A152
A154
Lower Elementary A156
Upper Elementary

Middle School

LESSON 4 A159
Reflecting at the End of School Year A160
A162
Lower Elementary A164
Upper Elementary

Middle School

Charter Enrichment Activities A167
Keeping the Charter Alive:
A171
Accountability for Breaking the Charter A177
Charter FAQs

Emotional Intelligence Charter

“I saw a Overview of the Charter

difference in The Emotional Intelligence Charter is a vision developed jointly by
behavior after students and educators for how they want to feel in their classrooms. It
the third day includes ways they can learn together and interact positively by providing
of reciting the a catalog of agreed-upon behaviors that everyone in the classroom
Charter – the upholds. Because it is a collaborative effort, the Charter helps everyone
students felt to connect genuinely with each other. It also takes away the “guessing
safer and more game” about each person’s emotional needs. Ultimately, the Charter
open. It has facilitates a sense of safety, comfort, belonging, and empowerment to all
alleviated a who contribute to its creation.
lot of behavior
problems. The Charter differs from traditional classroom rules that many students
(Teacher) and teachers develop at the beginning of the school year. Classroom
rules have two main goals – to keep everyone physically safe and to
” clarify expectations for behavior. Such rules tend to focus on what
should not happen in the classroom (i.e., “no name calling” or “no talking
when someone else is talking”). Classroom rules also tend to omit how
students and staff want to feel at school. In fact, they often elicit feelings
of constraint and control as opposed to feelings of empowerment and
self-determination.

The Charter accomplishes the same primary goals as rules – classroom
emotional and physical safety as well as clear expectations. However,
it supports these goals by focusing on the feelings that everyone wants
to experience in the classroom and what everyone can do to cultivate
these feelings (i.e., “use kind words” or “listen carefully and pay attention
when someone else is talking”). It provides students and teachers
with an opportunity to co-create a positive emotional climate for their
learning community, fostering a mindset of empowerment and shared
accountability.

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Emotional Intelligence Charter

A District-Wide Approach

Districts that adopt The RULER Approach develop Emotional Intelligence
Charters at multiple levels. Our comprehensive, district-wide approach
encourages creating separate Charters for each classroom or grade level,
all faculty/staff groups, and district office personnel. This way, each group
within the larger community has an opportunity to craft guidelines for
how they want to feel, including what they can do to have those feelings
consistently, promote a positive learning and working environment, and
effectively handle uncomfortable feelings, bullying, and conflict.

We recommend Charters be developed in this order:

1. District Charter: a joint vision that superintendents develop with all
district-level administrators and staff.

2. Faculty/Staff Charter: a joint vision that principals/heads of school
develop with all adults who work in the school (teachers, assistant
principals, counselors, and staff).

3. Classroom or Grade-level Charter: a joint vision for the classroom
(or grade) that teachers develop with their students.

By creating Charters in this order, teachers and school leaders participate
in establishing a Charter and experience its benefits before developing
one with students. District and Faculty/Staff Charters should be displayed
prominently to model the importance of the Charter for the larger
community before teachers begin to develop their Classroom or Grade-
level Charters.

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Emotional Intelligence Charter

Emotional Intelligence Charter

Montessori Magnet School Staff Charter

We, the MMS faculty and staff, will work together
and create a welcoming, safe and responsive
environment. When we are at work, we want to feel
respected, valued, comfortable, connected and
supported. In order to feel this way consistently we
will listen to each other, communicate openly and
honestly, ask questions and not make assumptions.

Conflict and uncomfortable feelings are inevitable
and can be resolved by not withdrawing or
gossiping. We will handle conflict by being proactive
and not reactive with each other, giving and
receiving constructive feedback, and regulating our
emotions.

We will promote positive and cooperative behavior
by modeling Grace and Courtesy, greeting one
another, giving each other emotional support,
keeping a sense of humor and developing strong
relationships with each other. We are all committed
to uphold these standards that were collectively
established by the MMS staff on August 26th, 2011.

!

Staff Charter at Montessori Magnet School in Hartford, CT

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Emotional Intelligence Charter

Outcomes Associated with the Charter

The academic objectives of schools can best be met when students and
educators are part of an emotionally healthy community. When the
classroom climate is supportive, caring, and welcoming, students are
more likely to be engaged in learning and less likely to be disruptive.
Similarly, when the climate among adults in schools is warm, friendly, and
respectful, educators are more likely to be engaged in and satisfied with
their jobs. In turn, stronger emotional bonds can be created between and
among students and educators so that everyone feels more connected.
This results in less maladaptive behavior and enhanced academic
performance among students, as well as less burnout and greater job
satisfaction among educators.

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Emotional Intelligence Charter

Classroom Use of the Charter

After you have developed a Charter with the faculty and staff in your
school, you are ready to introduce the Charter to your students. The
lesson plans for lower elementary, upper elementary, middle school, and
high school will provide you with a road map for creating a Charter and
using it regularly in your classroom:

Lesson 1: Creating an Emotional Intelligence Charter – this basic
lesson walks students through the process of creating a classroom
Charter.

Lesson 2: Amending the Charter for Thanksgiving – students amend
their Charter in the spirit of Thanksgiving, a holiday focused on the
expression of gratitude.

Lesson 3: Renewing the Charter for the New Year – students reflect on
the upcoming New Year and consider ways they can amend their Charter
to achieve their goals.

Lesson 4: Reflecting at the End of School Year – students reflect on
their Charter at the end of the year, celebrating the ways in which they
successfully honored the Charter.

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Emotional Intelligence Charter

Tips for Successfully Developing a Charter

Below are a few helpful tips to set the stage for a successful Charter
development activity.

• Ensure that all students can be seen and heard (e.g., arrange seats in
one open circle or smaller groups).

• Encourage active participation by all students so that everyone has a
chance to contribute to the conversation. If small groups are formed,
ensure that one student is responsible for note taking in each group.

• Make sure that all students are acknowledged by modeling active
listening skills, which include looking at the person who is speaking,
head nodding or smiling, and, after a person is done speaking, asking
questions and/or repeating back pieces of what that person said in
order to clarify.

• Be mindful of students’ nonverbal behavior during the activity and
address inappropriate or disrespectful expressions.

• Help to flesh out students’ responses by using open-ended questions,
such as, “what does being respectful look like?” Open-ended questions
require participants to elaborate on their responses as opposed to
providing a “yes” or “no” response.

• Reframe or paraphrase students’ comments to ensure a common
understanding.

• Optimize the energy of the room by varying the amount of time spent
on each piece of the Charter according to the engagement level of
students. Try to move on to something new before the group gets
distracted or bored.

• Remind the group to focus on the feelings and behaviors that can foster
specific positive outcomes as opposed to the rules and behaviors that
should be avoided.

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1LESSON

Cre a t i n g
an Emotional
Intelligence
Chart e r

© 2013 Emotionally Intelligent Schools, LLC TM

Emotional Intelligence Charter Lesson 1 | Lower Elementary

RECOMMENDED GRADE Lesson 1:
LEVELS: K–2 Creating an Emotional Intelligence
Purpose: The Charter Charter Lower Elementary
establishes agreed-upon
norms and guidelines Procedure
(as opposed to rules) for The Charter should be developed during the first few weeks of school. In
an emotionally safe and order to generate feelings and thoughts about these questions, conduct
productive learning a read aloud. You may find it helpful to introduce the Charter using a
environment. The Charter storybook, like Chrysanthemum by Kevin Henkes. In this book, a young
is amended throughout girl, Chrysanthemum, is made fun of by her classmates because of her
the year and referred name. Students can discuss how Chrysanthemum feels, how she likely
to regularly in order to wants to feel, and what could have been done differently to help her feel
cultivate a warm and better. The book is a natural segue to a discussion about how students
caring classroom want to feel in class (e.g., accepted) and what all students can do each
community. day to feel accepted, or be kind, caring, helpful, etc. Other titles include:
Amazing Grace by Mary Hoffman, Oliver Button is a Sissy by Tomie
Learning Objectives: dePaola, and Yoko Writes Her Name by Rosemary Wells.
Students will be able to…
• Generate a list of feelings 1. Begin by explaining what a Charter is: “Today, we’re going to start
they want to experience creating our classroom Charter. A Charter is like a promise we make
everyday in school to each other in front of our classmates.” Ask students to share some
• Create a list of behaviors promises they have made.
that represent each
feeling 2. Talk about why the Charter is important: “The Charter describes
• Discuss how they will how we all want to feel in school and what we can do to make sure
handle conflict and everyone has these feelings.”
uncomfortable feelings
• Consolidate these ideas 3. Listed below are three questions that comprise the Charter. Depending
into a classroom Charter on your students’ grade level, it may make sense to break questions
into three separate activities across a few days.
Materials and
Preparation: Students
will need…
• Emotional Intelligence
Charter Poster (optional)
or materials to make

a Charter (i.e., large
construction paper,
markers, glue, paint)
• A large poster board and
markers or a SmartBoard
for brainstorming ideas

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Emotional Intelligence Charter Lesson 1 | Lower Elementary

1) How do we want to feel in our classroom? Total Time: 80+ minutes
(about 15 minutes
• Ask students what feelings they would like to have in class and school. for read aloud and 20
List each feeling on the blackboard, SmartBoard, or on a large sheet minutes per Charter
of paper. Finding images of faces or characters expressing different question). Activities
emotions to post next to each of the feeling words also is helpful for for each of the three
many students. Charter questions can
be conducted at different
• The goal is to have 5 “top” feelings. Try to make sure each of the times of day or on
feelings is unique. Sometimes students will know that they want different days.
to feel a particular way (e.g., “part of a group,”) but do not have
the vocabulary to describe the actual feeling (e.g., “accepted,” or Evaluation: Once the
“belonging”). If this is the case, provide students with the best feeling Charter is complete,
word that describes their experiences. Some examples include: Safe, have students pick
kind, happy, proud. one feeling they would
like to practice in the
• Once you have the top 5 feelings, continue to question #2. classroom for one week.
Consider having them
2) What can we do to have these feelings every day? draw a picture of the
feeling to keep on their
• Explain to students that you want them to think about what students desk and remind them
can do each day in school to make sure everyone feels the top feelings of what they might do to
(e.g., safe, kind, happy, etc.). Discuss one feeling at a time. honor and promote that
Below are two examples: feeling. At the end of the
week, debrief by having
• Happy = smile in class students share their
• Kind = share crayons, books, and toys experiences in a large
group or in pair-shares.
• It is common for different feelings to be associated with similar
behaviors. For example, both feeling liked and kind may involve smiling CASEL Competencies:
and being helpful. Try your best to help students come up with one Students will develop
unique behavior for each feeling the following CASEL
recommended
• Together, decide on a final list of about 3 to 5 behaviors that will be competencies:
included in the Charter. Consider assigning students with the task of • Self-Awareness
finding pictures or drawing pictures to represent each of the behaviors. • Self-Management
• Social Awareness
• Once you have the behaviors listed, continue to question #3. • Relationship Skills
• Responsible

Decision-making

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Emotional Intelligence Charter Lesson 1 | Lower Elementary

3) What can we do if someone’s feelings are hurt?

• In your own words, ask students what they can do if someone’s
feelings are hurt. Encourage students to be as specific as possible.
Below are a few examples:

Ask, “Can I help you?”
Tell the teacher
Help pick up something that was dropped

• Together, decide on a final list of about 3 to 5 behaviors that will be
included in the Charter to address how students will handle hurt
feelings. Consider assigning students with the task of finding pictures
or drawing pictures to represent each of the behaviors.

• Once you have the behaviors listed, you can build the Charter.

4. Whether the three questions have been answered in one day or across
several days, you should, at this point, have three large pieces of paper
with answers for each of the questions. This information becomes the
first draft of the Charter. The next step is to create a large Charter that
can be displayed prominently in the classroom. The Charter can be
written up on the Charter poster or typed up by the teacher, including
images from students.

5. Once finalized and created or printed on the Emotional Intelligence
Charter Poster, the Charter should be signed by the students and
teacher and posted in the classroom for all to see. Consider sharing
your classroom Charter with parents so they can reinforce its tenets at
home. As a follow-up activity, families can create their own Charter.

6. Remind students how important it is to keep the promises they made
in the Charter.

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Emotional Intelligence Charter Lesson 1 | Lower Elementary

Learning Extensions: This is a great lesson on which to collaborate with
the art teacher. Have students create drawings or collages of different
feelings and supporting behaviors in art class. These images can be
included in the final classroom Charter. In addition, consider collaborating
with all subject area teachers to post your classroom Charter in their
rooms as well. This way, they can encourage students to “live by” the
Charter during all parts of the school day.

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Emotional Intelligence Charter Lesson 1 | Lower Elementary

Emotional Intelligence Charter

We want to feel: Respected/Trusted, Motivated,
Supported/Loved & Connected/Included

In order to feel respected/trusted we will use effective
listening skills; respect personal space; apologize; not gossip
about each other; say hello in the hallway.

In order to feel motivated, we will be determined, engaged,
and attentive by staying on task and focusing; go to bed on
time and get breakfast; bring energy to all that we do; stay
positive all day by waking up positive.

In order to feel supported/loved we will give positive
feedback to others by giving high fives and encouraging
statements; greet each other in the hallway; mingle with
others outside of our comfort zone.

In order to feel connected/included we will ask how
someone s day is going; do different things with different
people; avoid cliques; see others perspectives.

We will handle disagreements and conflicts face-to-face in a
calm manner; use effective listening skills; learn from our
mistakes and pick our battles. We will promote a positive
environment by not spreading rumors, smiling,
acknowledging birthdays, jobs well done, and
accomplishments not just to our friends, but to everyone.

A Sample Charter from a Kindergarten class in Valley Stream, NY.

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Emotional Intelligence Charter Lesson 1 | Upper Elementary

RECOMMENDED GRADE Lesson 1:
LEVELS: 3–5 Creating an Emotional Intelligence
Purpose: An Emotional Charter Upper Elementary
Intelligence Charter
establishes agreed-upon Procedure
norms and guidelines The Charter should be developed during the first few weeks of school.
(as opposed to rules) The process of developing the Charter includes having students
for an emotionally safe brainstorm answers to three questions in small groups and then having
and productive learning them combine their responses with the full class. Make sure the room
environment. A live is set up so that students can work in small groups but can come back
document, the Charter together as a class. It will take approximately 20 minutes to answer each
is amended throughout question. The Charter also can be developed across multiple days if you
the year and referred would like to spend more time on each question.
to regularly in order to
cultivate a warm and 1. On the day(s) the Charter is being created, explain first why the Charter
caring classroom is important and how it differs from “rules.” For example you may say:
community. “Today, we’re going to start creating our classroom Charter. The Charter
will be an important document that we write together that describes
Learning Objectives: how we all want to feel in this classroom, and what we can each do to
Students will be able to… make sure everyone feels that way. It’s not a list of rules that say ‘we
• Generate a list of feelings can’t do this’ and ‘we can do that.’ Instead, it describes in our own
they want to experience words how we want to feel and how we can help people feel that way.”
everyday in school
• Create a list of behaviors 2. Break students into small groups; provide each group with a large
that represent each sheet of paper and markers. Tell them that they will be working
feeling together as a group to answer three important questions:
• Discuss how they will
handle conflict and 1) How do we want to feel in our classroom?
uncomfortable feelings
• Consolidate these ideas • First, decide if you would like to do the lesson in small groups or as a
into a classroom Charter whole class. Then, spend about 5 minutes asking students to come up
with key feelings, they would like to experience in class.
Materials and
Preparation: Students
will need…
• Emotional Intelligence
Charter Poster (optional)
or materials to make

a Charter (i.e., large
construction paper,
markers, glue, paint)
• A large poster board and
markers or a SmartBoard

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Emotional Intelligence Charter Lesson 1 | Upper Elementary

• As students generate the feelings list them to provide a visual for Total Time: 60+ minutes
students. Sometimes students will know that they want to feel a (20 minutes per Charter
particular way (e.g., “part of a group,”) but will not yet have the question). Activities
vocabulary to describe the associated feeling (e.g., “accepted,” or for each of the three
“belonging”); in these cases, provide students with the best feeling Charter questions can
words to describe their desired experiences. List each unique feeling be conducted at different
on the blackboard, SmartBoard or a large Post-it paper. times of day or across
multiple days.
• Let students know that the goal is to come up with a final list of
Evaluation: Once the
about 5 feelings. Spend about 10 minutes going through the feelings, Charter is complete, have
students pick one feeling
examining which of them are unique and important and which ones or behavior they would like
to practice in the classroom
may be redundant (e.g., liked, cared for). As a class, agree to the top 5 for one week (or assign the
feeling). Consider having
to 7 feelings. Some examples include: them draw a picture of the
feeling to keep on their
 desk and remind them of
what they will do to honor
 Safe Respected that feeling. Alternatively,
have students choose one
 Kind Proud feeling and journal how
they have been mindful of
 Caring Liked what behaviors generate
that feeling. At the end
• Once you have the top 5 or so feelings, continue to question #2. of the week, debrief by
having students share
2) What can we do to have these feelings every day and make our their experiences in a large
classroom a positive place for learning? group or in pair-shares.

• Ask students to think about things they can do at school to help CASEL Competencies:
everyone experience each of the feelings. Provide students with a Students will develop
few minutes to think about the behaviors associated with each of the the following CASEL
feelings, one feeling at a time. This can be done in small groups or as a recommended
whole class activity. Record their behaviors. Below are a few examples: competencies:
• Self-Awareness
Safe = tell the teacher about bullying or fighting • Self-Management
Caring = help each other • Social Awareness
Respected = talk to our friends directly and not behind their backs • Relationship Skills
• Responsible

Decision-making

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Emotional Intelligence Charter Lesson 1 | Upper Elementary

“When we have • Remind students that behaviors should be specific and clear, and that
there should be easy ways of checking in to see if they are happening.
disagreements, For instance, “be nice to each other” often comes up. To help make this
we will idea clearer, ask students to think about “What will we do to be nice?”
communicate and “how often?” Below are several examples:
our feelings
and try to be Do something kind for someone in the class at least once
understanding. per week.

” Give a compliment to someone each day.
Smile and say “hi” when you enter the classroom.
Share books and games.

• It is common for the same feelings to be associated with similar
behaviors and vice versa. For example, both feeling liked and
respected may involve listening carefully to each other and using kind
words. Ideally, you will help students think of at least one unique way to
show each feeling.

• Encourage the use of active (“use” or “have”) rather than passive (“be”
or “am”) verbs. For example, “use active listening when someone else
is speaking“ is more specific than “be respectful.”

• List all of the behaviors on a large poster or paper pad so everyone can
see. Work toward a top 5 list that will be included in the Charter.

• Once this step is completed, move onto question #3.

3) How will we handle uncomfortable feelings and conflict?

• In order to get students thinking about this question, It is helpful to
first ask students to discuss (1) the feelings they do not want to
have in school (e.g., loneliness, hurt, angry, frustrated) and (2) the
behaviors they do not want to see in school (e.g., bullying, fighting).
Then, you can ask them to think about what they can all do to handle
these uncomfortable feelings and behaviors. Encourage students
to be as specific as possible. Below are a few responses from
established Charters:

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Emotional Intelligence Charter Lesson 1 | Upper Elementary

When someone is upset, ask, “How can I help?” “W e want to
Avoid saying hurtful words.
Put yourself in his or her shoes. feel welcome
Talk to an adult about the problem happy,
Apologize when you have made a mistake. respected, and
appreciated
• List all of the behaviors on a large poster or paper pad so everyone can each day
see. Work toward a top 5 list that will be included in the Charter. when we come
to school in
3. At this point, you should have three large pieces of paper (or the order to create
equivalent on a SmartBoard) that have the top answers for each of the a positive
three questions. This information becomes the first draft of the Charter. educational
The next step is to create a large Charter that can be displayed experience.
prominently in the classroom. The Charter can be written or typed up (Classroom
by the teacher or students and then reviewed by students for any final Charter from
changes or additions. 3rd Grade at
Incarnation
4. Once finalized and created or professionally printed on the Emotional School in
Intelligence Charter Poster, the Charter should be signed by all Brooklyn, NY.)
students and the teacher. Then, it should be posted in the classroom
for all to see. Individual copies of the Charter also can be distributed ”
so that students can keep copies in their notebooks. You may even
consider sharing the Charter with parents so they can keep it alive at
home.

5. Emphasize that once the Charter has been developed and signed, we
have made the promise to live by what is written and honor it in class
every day.

Learning Extensions: Give students a copy of the Bill of Rights and
divide the class into groups. Assign each group with a different portion
of the document and ask them what the Founding Fathers were thinking
the citizens of the United States might want to feel when they were
composing the Bill of Rights.

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Emotional Intelligence Charter Lesson 1 | Upper Elementary

3rd Grade Classroom Charter in Oceanside, NY

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Emotional Intelligence Charter Lesson 1 | Middle School

RECOMMENDED GRADE Lesson 1:
LEVELS: 6–8 Creating an Emotional Intelligence
Purpose: An Emotional Charter Middle School
Intelligence Charter
establishes agreed-upon Procedure
norms and guidelines The Charter should be developed during the first few weeks of school.
(as opposed to rules) The process of developing the Charter includes having students
for an emotionally safe brainstorm answers to three questions in small groups and then having
and productive learning them combine their responses as a class. Make sure the room is set
environment. A live up so that students can work in small groups and then can come back
document, the Charter together as a class. It will take approximately 20 minutes to answer each
is amended throughout of the three questions. If a large chunk of time is not available, the activity
the year and referred can be completed across multiple days.
to regularly in order to
cultivate a warm and 1. On the day the Charter is introduced, explain first why the Charter is
caring classroom important and how it differs from “rules.” For example you may say:
community. “Today, we’re going to start creating our classroom Charter. It’s not a
list of rules that say ‘we can’t do this’ and ‘we can do that.’ Rather,
Learning Objectives: the Charter will be an important document that we write together that
Students will be able to… describes how we all want to feel in this classroom, and what we can
• Generate a list of feelings each do to make sure we have these feelings.”
they want to experience
everyday in school 2. Break students into small groups; provide each group with a large
• Create a list of behaviors sheet of paper and markers. Tell them that they will be working
that represent each together first in small groups and then as a class to answer three
feeling important questions:
• Discuss how they will
handle conflict and 1) How do we want to feel in our classroom?
uncomfortable feelings
• Consolidate these ideas • First, provide students in each group about 5 minutes to come up
into a classroom Charter with key feelings they would like to experience in class. Allow them to
generate as many as they possible.
Materials and
Preparation: Students
will need…
• Emotional Intelligence
Charter Poster (optional)
or materials to make

a Charter (i.e., large
construction paper,
markers, glue, paint)
• A large poster board and
markers or a SmartBoard

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A136 © 2013 Emotionally Intelligent Schools, LLC

Emotional Intelligence Charter Lesson 1 | Middle School

• Second, have each group report all of the feelings that were discussed. Time: 60+ minutes (20
List each unique feeling on the blackboard, SmartBoard or a large minutes per Charter
Post-it paper. Sometimes students will know that they want to feel question). Activities
a particular way (e.g., “part of a group,”) but will not yet have the for each of the three
vocabulary to describe the associated feeling (e.g., “accepted,” or Charter questions can
“belonging”); in these cases, provide students with the best feeling be conducted at different
words to describe their desired experiences. times of day or across a
few days.
• Then, let students know that the goal is to come up with a final list of
about 5 to 7 key feelings. Spend about 10 minutes going through the Evaluation: Once the
feelings, examining which of them are unique and important and which Charter is complete, have
ones may be redundant (e.g., liked, valued, cared for). As a class, agree students pick one feeling
to the top 5 to 7 feelings. Some examples include: or behavior they would
like to practice in the
Safe Valued classroom each week/
Proud Encouraged month. At the end of
Respected Trusted the week, Students can
write an essay describing
• Once you have the top 5 to 7 feelings, continue to question #2. their experience of the
feeling and what caused
2) What can we do to have these feelings each day in school? them to feel that way,
and or they can describe
• Explain to students that they will now be thinking about things they behaviors they practiced
can do each day to help everyone experience these key feelings. or observed that
Provide student groups with about 10 to 15 minutes to think about the promoted that feeling in
behaviors associated with each of the feelings. Pose the the classroom. Students
following question, also can share their
“What can we do to help each other feel experiences in pairs or
safe, proud, etc? How will we make small or large groups.
sure that each student has these feelings?”
CASEL Competencies:
Provide students with a few examples: Students will develop
the following CASEL
1. Safe = Look out for each other before and after school recommended
2. Respected = Allow everyone to speak his or her mind competencies:
3. Encouraged = Help others when they are having trouble • Self-Awareness
• Self-Management
• Social Awareness
• Relationship Skills
• Responsible
Decision-
making

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Emotional Intelligence Charter Lesson 1 | Middle School

• It is common for different feelings to be associated with similar
behaviors. For example, both feeling liked and valued may involve
listening carefully to each other, using kind words, and complimenting
each other on accomplishments. If this happens, let students know it
is okay to group a few feelings together with a set of corresponding
behaviors or to simply list behaviors that come up for multiple feelings
into their own category of “things we do to help create a positive place
for learning.”

• Encourage the use of active (“use” or “have”) rather than passive (“be”
or “am”) verbs. For example, “use active listening when someone else
is speaking” is more specific than “be respectful”.

• Remind students that behaviors should be specific and clear, and that
there should be easy ways of checking in to see if they are happening.
For instance, “be nice to each other” often comes up. To help make this
idea more specific and verifiable, you may ask, “What will we do to be
nice?” and “how often?” Below are several examples:

Celebrate our accomplishments in morning meetings
by letting a few volunteers tell the class about something
of which they are proud.

Do something kind for someone in the class at least once per week.
Give a compliment to someone each day.
Smile and say “hi” when you enter the classroom.
Share snacks or materials.

• Once the groups have decided on the observable behaviors, have them
report to the class the top ones that came out of their discussion. List
all of the behaviors on a large poster or paper pad so everyone can see.
Work toward a top 5 to 7 list that will be included in the Charter.

• Once you have the top 5 to 7 behaviors, continue to question #3.

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3) How will we handle uncomfortable feelings and unwanted “We want to
behaviors? How will we prevent and manage conflict?
feel prepared,
• Allow student groups about 10 to 15 minutes to think about ways they relaxed,
will answer each of these questions. Before group work begins, It is respected,
helpful to first ask students to think about (1) the feelings they do not focused, and
want to have in school and (2) the behaviors they do not want to see in confident.
school. Then, students should brainstorm the specific behaviors that (Classroom
can be observed and reported on to help ensure that the uncomfortable Charter from
feelings and unwanted behaviors are avoided. They also should a Middle
brainstorm ways they will prevent and manage conflict. For instance, School class in
“talk out problems using kind words” is an effective strategy. Hamden, CT.)

• Encourage students to think critically about their responses. For ”
example, the idea of “accepting each other’s differences” often comes
up. On the surface this may seem fine, but how will you get there?
Perhaps learning about different people’s religions would be useful
to help students understand both religious and cultural differences.
For serious conflicts, agreed-upon methods for using arbitration or
mediation likely will be necessary. Below are a few responses from
established Charters:
When someone is upset, ask, “How can I help?”
Try to understand the other person’s feelings by putting yourself
in his or her shoes.
Immediately talk to an adult if someone is bullied.
Apologize when you have made a mistake.
Request mediation (i.e., someone to help resolve the conflict or
reach agreement)

3. At this point, you should have three large pieces of paper (or the
equivalent on the SmartBoard) that have the top answers for each
of the three questions. This information should be used to generate
the first draft of the Charter, one document that combines the most
important content from the three large pieces of paper. The final draft
of the Charter can then be displayed prominently in the classroom.
It can be written or typed up by the teacher or student(s) and then
reviewed by students for any final changes or additions.

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“W e will find 4. Once finalized and created or printed on the Emotional Intelligence
Charter Poster, the Charter should be signed by all students and
a trusted the teacher and posted in the classroom for all to see. Individual
adult when copies of the Charter also should be distributed to everyone involved
we are having in its creation so that students can keep copies in their notebooks
problems. We and teachers can keep a copy on their desks. Consider sharing the
will avoid bad Classrom Charter with parents.
situations and
people who 5. Emphasize that once the Charter has been developed and signed,
bring us down. everyone in the class has made a promise to live by what was written
and honor it in class every day.
”
Learning Extensions: Give students a copy of the Bill of Rights and
divide the class into groups. Assign each group with a different portion
of the document and ask them what the Founding Fathers were thinking
the citizens of the United States might want to feel when they were
composing the Bill of Rights. Connect this lesson to the development of
the Charter, which includes the “rights and responsibilities” each student
should have in order to promote a positive environment for learning
and working together. Many schools also launch the school year with
books that have themes associated with bullying, exclusion or other
socially challenging content that would lend itself well to developing and
maintaining a Charter.

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Emotional Intelligence Charter Lesson 1 | Middle School

�

�

o c cu r l a s s h a r t e r �

�

We, th e s ix t h g r a d e r s of Sa i n t At h a n a s iu s

School w i l l w ork t oge th �e r to c r e a te a

we lcom i n g, s a fe, s e r e n e a n d edu ca t i on a l

e n vir o n m e n t . We wi l l do t h i s by bei n g

r e s p e c tfu l, p ol i t e, a n d by com m u n ic a t i n g wi t h

o n e a n o th e r . By follo wi n g t h e s e g u id el i n es ,

to g e th e r we wi l l be cr ea t i n g a p ea cefu l

e n vir o n m e n t t h a t we c a n a ll ta k e p r id e in . We

wil l a ls o c a r e a bout ea c h o th er’s feel i n g s ;

a p p r e c ia te e a c h o th e r ; be h o n e s t a n d

t r u s t wor t h y ; s o lv e p r oble m s wi t h ou t h u r t i n g

ea c h o th er ; a nd g iv e our be s t effor t in a l l we d o!

� Lucas Paola
M rs. Ro s a r io D avid

Landon

drew

Bradley Amber Alberto f r a nklin
Elena Rober t

Ka r en daniel Cornelius

Jack ricky

Rya n K r is t en

Kat r ina Sa r a h

Isa belle Eva

6th Grade Classroom Charter from the Catholic Schools
of Brooklyn and Queens in New York

© 2013 Emotionally Intelligent Schools, LLC TM

A141

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A142

2LESSON

Re n e w in g
the Charter
for
Thanksgiving

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© 2013 Emotionally Intelligent Schools, LLC

Emotional Intelligence Charter Lesson 2 | Lower Elementary

RECOMMENDED GRADE Lesson 2:
LEVELS: K–2 Amending the Charter for Thanksgiving
Purpose: Students explore
the feelings expressed in Lower Elementary
their Charter that align with
the theme of Thanksgiving Procedure
and draw or write about 1. Ask students to read the Charter and look for a feeling or behavior
ways they can enhance
their commitment to the that reminds them about the importance of “giving thanks”.
Charter.
2.Next, ask students to think about things they have done to make
Learning Objectives: sure everyone experienced the feeling.
Students will…
• Renew the Charter and 3.Then, ask students to think about what everyone can do more
honor feelings and of to experience this feeling more often.
behaviors related to
Thanksgiving 4. Students then draw a picture/scene showing the behavior.

Materials and 5.Students’ artwork can be displayed or a book can be made
Preparation: Students for the class.
will need…
• Large sheets of paper and Learning Extensions: In the spirit of the Thanksgiving holiday and the
RULER skill of expressing emotions, it would be a wonderful “gift” to
either crayons or markers each student for teachers to write a note of thanks to each student with
gratitude about something classroom related. For example, “Benjamin,
Total Time: 30 minutes; I am grateful for the way you wait patiently for your turn when your hand
activity can be shortened is raised.” Once your expressions of gratitude have been shared with
or lengthened depending students, have students draw pictures or write notes of thanks to each
on how much time is other in pair-shares or small groups.
allotted to group sharing.

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Emotional Intelligence Charter Lesson 2 | Lower Elementary

Evaluation: Ask students
to draw a picture
representing the feeling
or behavior that best
represents Thanksgiving.
They also can describe in
writing why their image
represents the feeling or
behavior.

CASEL Competencies:
Students will develop
the following CASEL
recommended
competencies:
• S e lf - A wareness
• Self-Management
• Social Awareness
• Relationship Skills
• Responsible

Decision-making

One Kindergarten class created drawings showing ways
to be caring towards others in the spirit of creating
Thanksgiving Charter Amendments.

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© 2013 Emotionally Intelligent Schools, LLC A145

Emotional Intelligence Charter Lesson 2 | Upper Elementary

RECOMMENDED GRADE Lesson 2:
LEVELS: 3–5 Amending the Charter for Thanksgiving
Purpose: Students explore
the feelings expressed in Upper Elementary
their Charter that align with
the theme of Thanksgiving Procedure
and draw or write about 1. Distribute copies of the Charter to all students.
ways they can enhance
their commitment to the 2. Begin the lesson by introducing the idea and meaning of the word
Charter. “renewal.” Explain how we sometimes make promises to each other
that need to be revisited or renewed because we get busy and
Learning Objectives: distracted in school with everything going on and often forget about
Students will… our promises. Let students know that Thanksgiving is the perfect time
• Renew the Charter and to do this.
honor feelings and
behaviors related to 3. Ask or help students to pick one or two feelings from the Charter that
Thanksgiving aligns with the theme of Thanksgiving.

Materials and 4. Break students into small groups.
Preparation: Students
will need… First, ask students to think about things they have done
• Large sheets of paper throughout the school year to make sure everyone experienced
the feeling.
and either crayons or
markers Then, ask students to think about what they can do to ensure the
feeling or behavior is experienced more often.
Time: 30 minutes; activity
can be shortened or 5. Students then draw a picture/scene showing the behavior.
lengthened depending on
how much time is allotted 6. Students’ artwork can be displayed or a book can be made
to group sharing. for the class.

Learning Extensions: Ask students make a pledge to practice this
behavior with family members over the holiday and write about the
experience. When students reconvene after the holiday, have them share
their experiences with the class. Discuss whether or not practicing these
behaviors at home inspires students to do so at school. Discuss whether
or not this assignment changed how students experienced or thought
about their Thanksgiving holiday.

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Emotional Intelligence Charter Lesson 2 | Upper Elementary

Evaluation: Ask students
to draw a picture
representing the feeling
or behavior that best
represents Thanksgiving.
They also can describe in
writing why their image
represents the feeling or
behavior.

CASEL Competencies:
Students will develop
the following CASEL
recommended
competencies:
• S e lf - A wareness
• Self-Management
• Social Awareness
• Relationship Skills
• Responsible

Decision-making

An example of how one 3rd grade class created
Thanksgiving Charter Amendments.

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© 2013 Emotionally Intelligent Schools, LLC A147

Emotional Intelligence Charter Lesson 2 | Middle School

RECOMMENDED GRADE Lesson 2:
LEVELS: 6–8 Amending the Charter for Thanksgiving

Purpose: Students explore Middle School
the feelings expressed in
their Charter that align with Procedure
the theme of Thanksgiving 1. Re-read the Charter to the class. Distribute copies to all students.
and draw or write about
ways they can enhance 2. Begin the lesson by introducing the idea and meaning of the word
their commitment to the “renewal.” Explain how we sometimes make promises to each other
Charter. that need to be revisited or renewed because we get busy and
distracted in school. Let students know that Thanksgiving is the
Learning Objectives: perfect time to do this.
Students will…
• Renew the Charter and 3. Ask students to pick one or two feelings from the Charter that align
honor feelings and with the theme of Thanksgiving.
behaviors related to
Thanksgiving 4. Break students into small groups.

Materials and First, ask students to think about things they have done
Preparation: Students throughout the school year to make sure everyone in their class
will need… experienced the feeling(s). In other words, which of the behaviors
• Writing paper or a journal listed in the Charter have taken place to engender the feelings?

Total Time: 30 minutes; Then, ask students to think of two to three additional ways they
activity can be shortened can practice these behaviors either at home or with friends
or lengthened depending outside the classroom.
on how much time is
allotted to group sharing. 5. Students then write an essay about how they will commit to the
behavior. The essay can describe the 2 or 3 scenarios, hypothetical
or real, in which they think the behaviors will serve them well and bring
about the specific feelings. Alternatively, they can draw a picture
or scene, use a collage technique from magazines to create a scene,
animate a dialogue, or videotape a scene depicting the behavior.

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Emotional Intelligence Charter Lesson 2 | Middle School

6. Students’ essays or artwork should then be displayed prominently Evaluation: Ask students to
in the classroom. write an essay about or
draw a picture representing
Learning Extensions: Ask students to make a pledge to practice this or the feeling/behavior that
a related behavior with family members over the holiday and write about best represents their
the experience. When students reconvene after the holiday, have them renewed commitment to
share their experiences with the class. Discuss whether or not practicing the Charter.
these behaviors at home inspires students to do so at school. Also,
discuss whether or not this assignment changed how students CASEL Competencies:
experienced or thought about their Thanksgiving holiday. Students will develop
the following CASEL
recommended
competencies:
• Self-Awareness
• Self-Management
• Social Awareness
• Relationship Skills
• Responsible

Decision-making

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Emotional Intelligence Charter Lesson 2 | Middle School

Th a n ks giv in g Ch a r t e r
Amendment

This Thanksgiving I would like to express my
feelings of appreciation for others. In order to
do this, I promise to do three new things:

I will compliment one of my classmates
everyday.

I will congratulate a classmate when he or
she does very well on a class assignment.

When I get home everyday I will try to say
one kind thing to my brother even though it
is sometimes hard because he annoys me.

An example of how one 7th grade class created Thanksgiving
Charter Amendments.

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A150

3

LESSON

Re n e w in g
the Charter
for th e
New Year

TM

© 2013 Emotionally Intelligent Schools, LLC

Emotional Intelligence Charter Lesson 3 | Lower Elementary

RECOMMENDED Lesson 3:
GRADE LEVELS: K–2 Renewing the Charter for the New Year
Purpose: The New Year is
often a time for reflection Lower Elementary
and renewal. During this
lesson, students think Procedure
about their use of the This is a great lesson to introduce during the week after the New Year.
Charter for the past year; This lesson includes two parts: 1) renewing the Charter for the New Year,
they consider aspects and 2) establishing personal goals for the New Year. Therefore, you might
of the Charter that have consider teaching the two parts of this lesson at different times of day or
worked well and different days, especially with younger children.
amendments that could
be made to it. They also • Refresh students’ memories of the Charter by reading it out loud
consider personal goals together or distributing printed copies for students who are
or improvements related able to read.
to how they can live more
fully into the Charter in the • Introduce the activity by reminding students about the common
coming year. practice of reflecting and goal setting around the New Year holiday.
Teach them about the concept of “New Year Resolutions,” explaining
Learning Objectives: how they are “goals” or hope/wishes that people have for themselves.
Students will… Give them several examples to ensure that they understand the
• Revisit the Charter concept. Ask them to provide some examples of goals they have
as a class and add created for themselves in the past.
amendments as
necessary • Together as a group, read the Charter and discuss some of the
• Create personal Charter following questions:
goals for the new year
1. What have you liked most about the Charter?
Materials and 2. What parts of the Charter have we followed well?
Preparation: Students 3. What parts of the Charter could we have followed better?
will need… 4. In what ways did we forget to follow the Charter?
• Large sheets of paper 5. What can we add to our Charter that will help us follow it better?

and markers • As you discuss each of the reflection questions, you will generate a list
• Materials to amend of possible New Year amendments for the Charter. At the end of the
discussion, select which amendments should be added.
Charter (i.e., if Charter is
painted on large poster
board, students will need
additional poster board
and paints)

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Emotional Intelligence Charter Lesson 3 | Lower Elementary

• Have students write out the amendments or draw a picture of the new Total Time: 30 – 40 minutes
amendment. total (20 minutes for Charter
amendment activity; 10 –
• Once amendments have been added, ask students to select one 20 minutes for Charter goal
behavior or established norm from the Charter that they would like activity). Lesson can be
to work on for the New Year - for instance, “We will listen when our shortened or lengthened
classmates or teachers are talking.” Each student can set a goal to depending on how much
work on that behavior for the next few weeks. time students are given to
create and draw their New
• Have students create a drawing or a symbol that represents their New Year goal.
Year goal. Students should put the drawings or images somewhere
prominent (i.e., on desks, in journals) so that they will be reminded Evaluation: Ask students to
regularly of their New Year goal. share their personal goals
created in this activity in
Learning Extensions: Ask students to make a “piggy bank” type of pair-shares. Ask individuals
structure for their desk out of construction paper. When they (or you) feel in each pair-share to
they did or said something in support of their New Years resolution, have present their partner’s goal
them put a token in the bank. At the end of each week, they can count to the class.
their tokens. Certain privileges can be granted to students who earn a
set number of tokens. Alternatively, individual reflections can be shared CASEL Competencies:
and discussed in a group. For example, students could discuss why “not Students will develop
calling out” is important. the following CASEL
recommended
competencies:
• Self-Awareness
• Self-Management
• Social Awareness
• Relationship Skills
• Responsible

Decision-making

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© 2013 Emotionally Intelligent Schools, LLC A153

Emotional Intelligence Charter Lesson 3 | Upper Elementary

RECOMMENDED Lesson 3:
GRADE LEVELS: 3–5 Renewing the Charter for the New Year
Purpose: The New Year
is often a time for Upper Elementary
reflection and renewal.
During this lesson, Procedure
students think about This is a great lesson to introduce during the week after the New Year.
their use of the Charter This lesson includes two parts: 1) renewing the Charter for the New Year,
for the past year; they and 2) establishing personal goals for the New Year. Therefore, you might
consider aspects of the consider teaching the two parts of this lesson at different times of day or
Charter that have worked different days, especially with younger children.
well and amendments
that could be made to it. 1. Refresh students’ memories of the Charter by reading it out loud
They also think about or together or distributing printed copies for students who are able to read.
brainstorm personal goals
or improvements related 2. Introduce the activity by reminding students about the common
to how that they can live practice of reflecting and goal setting around the New Year holiday.
more fully into the Charter Teach them about the concept of “New Year Resolutions,” explaining
in the coming year. how they are “goals” or hope/wishes that people have for themselves.
Give them several examples to ensure that they understand the
Learning Objectives: concept. Ask them to provide some examples of goals they have
Students will… created for themselves in the past.
• Revisit the Charter
as a class and add 3. Together as a group, read the Charter and discuss some of the
amendment, as following questions:
necessary
• Create personal Charter What have you liked most about the Charter?
goals for the upcoming What parts of the Charter have we followed well?
year What parts of the Charter could we have followed better?
In what ways did we forget to follow the Charter?
Materials and What can we add to our Charter that will help us follow it better?
Preparation:
Students will need… • As you discuss each of the reflection questions, you will generate a list
• Large sheets of paper of possible New Year amendments for the Charter. At the end of the
and markers discussion, select which amendments should be added.
• Materials to amend
Charter (i.e., if Charter
is painted on large poster
board, students will need
additional poster board
and paints)

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Emotional Intelligence Charter Lesson 3 | Upper Elementary

• Have students write out the amendments and draw a picture of the new • Artistic materials to create
amendment. a drawing or symbol as a
reminder of their New Year
• Once amendments have been added, ask students to select one Charter goal
behavior or established norm from the Charter that they would like
to work on for the New Year - for instance, “We will listen when our Time: 30 – 40 minutes total
classmates or teachers are talking.” Each student can set a goal to (20 minutes for Charter
work on that behavior for the next few weeks. amendment activity; 10 –
20 minutes for Charter goal
• Have students create a drawing or a symbol that represents their New activity). Lesson can be
Year goal. Students should put the drawings or images somewhere shortened or lengthened
prominent (i.e., on desks, in journals) so that they will be reminded depending on how much
regularly of their New Year goal. time students are given to
create and draw their New
Learning Extensions: Ask students to make a “piggy bank” type of Year goal.
structure for their desk out of construction paper. When they (or you) feel
they did or said something in support of their New Years resolution, have Evaluation: Ask students to
them put a token in the bank. At the end of each week, they can count share their personal goals
their tokens. Certain privileges can be granted to students who earn a created in this activity in
set number of tokens. Alternatively, individual reflections can be shared pair-shares. Ask individuals
and discussed in a group. For example, students could discuss why “not in each pair-share to
calling out” is important. present their partner’s goal
to the class.

CASEL Competencies:
Students will develop
the following CASEL
recommended
competencies:
• Self-Awareness
• Self-Management
• Social Awareness
• Relationship Skills
• Responsible

Decision-making

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© 2013 Emotionally Intelligent Schools, LLC A155

Emotional Intelligence Charter Lesson 3 | Middle School

RECOMMENDED GRADE Lesson 3:
LEVELS: 6–8 Amending the Charter for the New Year
Purpose: The New Year is
often a time for reflection Middle School
and renewal. During this
lesson, students think Procedure
about their use of the This is a great lesson to introduce during the week after the New Year.
Charter for the past year; This lesson includes two parts: 1) amending the Charter for the New Year,
they consider aspects and 2) establishing personal goals for the New Year. Students will work
of the Charter that have with ‘accountability partners’ to support each other in achieving their
worked well and personal goals.
amendments that could
be made to it. They also 1. Refresh students’ memories of the Charter by reading it out loud
brainstorm personal goals together or distributing printed copies.
or improvements related
to how they can live more 2. Introduce the activity by reminding students about the common
fully by honoring the practice of reflecting and goal setting around the New Year holiday. Ask
Charter in the coming year. them to provide some examples of New Year Resolutions that either
they or their family members have created in the past. Reflect together
Learning Objectives: as a class: “What types of goals do people typically set around the
Students will… New Year? What helps them to achieve these goals?”
• Revisit the Charter
as a class and add 3. Explain to students that before establishing New Year Charter goals,
amendments as the class will first be revisiting the Charter and adding any desired
necessary amendments.
• Create personal Charter
goals for the upcoming 4. Break students into small groups to discuss possible New Year
year amendments to the Charter. Provide them with some reflection
questions to prompt their thinking:
Materials and
Preparation:
Students will need…
• Large sheets of paper
and markers
• Materials to amend
Charter (i.e., if Charter is
painted on large poster
board, students will need
additional poster board
and paints)
• Artistic materials to
create a drawing or
symbol as a reminder
of their New Year
Charter goal
• Materials for essay
writing or journaling

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Emotional Intelligence Charter Lesson 3 | Middle School

What aspects of the Charter have been most important to you? Time: 30 – 40 minutes total
What aspects of the Charter have we, as a class, lived (20 minutes for Charter
amendment activity; 10 –
by really well? 20 minutes for Charter goal
What aspects of the Charter could we honor more effectively? activity). Lesson can be
What amendments can we make to our Charter for shortened or lengthened
depending on how much
the New Year? time students are given to
a. What additional feelings you would like to experience create and draw their New
regularly in class? Year goal.
b. What behaviors would ensure having those feelings
more often? Evaluation: Ask students
to describe their personal
5. After groups discuss each of the reflection questions, have them New Year Charter goals
generate a list of possible New Year amendments for the Charter. in writing, including why
their chosen aspect of the
6. Ask each group to read their recommended changes or amendments Charter is important to
to the class; then, allow students to vote on which amendments should them. Once students have
be added. Consider that there may be overlap and that an amendment finished their descriptions,
might be able to be consolidated so that it reflects a few groups’ have them pair-share with
contributions. their chosen or assigned
accountability partner.
7. Once the final list of amendments has been confirmed, have the groups
write them out on large sheets of paper to be added to the Charter. CASEL Competencies:
Students will develop
8. The second part of this lesson includes having students create New the following CASEL
Year goals related to the Charter. Have students work in pairs and recommended
choose one aspect of the Charter that they feel they have neglected in competencies:
school in the past year. • Self-Awareness
• Self-Management
9. Then, have them brainstorm actions they can take daily to adhere to • Social Awareness
that specific aspect of the Charter. For instance, a student who selects • Relationship Skills
“we will avoid gossiping” might come up with a goal to take a few • Responsible
breaths before responding to a text, IM, or Facebook posting regarding
a fellow classmate. Spend about 10 minutes debriefing students to Decision-making
ensure that each student has established a New Year Charter goal.

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Emotional Intelligence Charter Lesson 3 | Middle School

10. Ask students to write a paragraph describing why this particular
aspect of the Charter is important to them. This can be collected or
completed as a journal entry.

Learning Extensions: Teach the students about the concept of an
“accountability partner” – someone who provides ongoing support
to achieve a desired goal. Either assign or have students select
accountability partners for their New Year Charter goal. At least once a
month, during morning meetings, give accountability partners time to
meet and to share their progress on their New Year Charter goals with
one another. Accountability partners should be guided to ask reflection
questions like:

1. What has been hard about this goal so far?
a. What do you think stands in your way?
b. Describe the behaviors that you think promote the goal and
reflect on why you struggle to implement them.
c. Share an example of a time when you could have
implemented the behavior but didn’t.

2. What has been easy about this goal?
a. How have you managed to implement the supportive
behaviors regularly?
b. Share an example of a time you did a great job living by your
chosen Charter goal.
c. What might you be able to do in order to either continue
to honor this goal or to do so more often?

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4LESSON

Re fle c t i n g
on the
Charter at
the End of the
School Year

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© 2013 Emotionally Intelligent Schools, LLC

Emotional Intelligence Charter Lesson 4 | Lower Elementary

RECOMMENDED GRADE Lesson 4:
LEVELS: K–2 Reflecting on the Charter at the
Purpose: The end of the End of the School Year
school year is an ideal
time to reflect on the ways Lower Elementary
that the Charter has been
used to cultivate a warm Procedure
and caring classroom This activity provides students with an opportunity to reflect on the many
community. During ways that the Charter has been used throughout the school year – and to
this lesson, students celebrate Charter successes. Consider combining classes for this activity
consider their use of the so that students can hear successful Charter stories from other grade
Charter throughout the levels or classrooms.
entire school year; they
identify particular events • Ask students to remember the first few weeks when they developed
or aspects of the Charter the Charter. Have them reflect on how the Charter has been used since
that have been especially then. Remind them of any amendments that have been made.
successful and celebrate
those successes. They • Ask students the following reflection questions and write responses
also consider ways that on the board:
they can continue to • What parts of the Charter have been particularly helpful for our
use the Charter in their class this year?
personal lives over the • What feelings have we, as a class, done an especially good job
summer. of honoring this year?
• What behaviors have we all used successfully this year?
Learning Objectives: • What are some examples of problems the Charter has helped
Students will… us to resolve this year?
• Identify particular events
or aspects of the Charter • Debrief the group brainstorm by reading out loud all of the ways that
that have been especially the Charter has been successful during the school year.
successful
• Celebrate Charter • Ask students to think of ways that they can continue to practice the
successes together as a Charter over the summer with their families or caregivers. For example,
class one student might pledge to give her sibling a compliment each day,
• Come up with several while another student might pledge to talk to his mom when he can’t
ways that they can resolve a conflict with a friend.
continue to use the
Charter over the summer

Materials and
Preparation:
Students will need…
• Materials to create
a written and visual
reminder of the Charter
for the summer

TM

A160 © 2013 Emotionally Intelligent Schools, LLC

Emotional Intelligence Charter Lesson 4 | Lower Elementary

• Ask students to work individually to create a drawing, symbol, or other Time: 30 – 40 minutes total
visual reminder of their Charter goal for the summer. Have students (20 minutes for Charter
write a sentence or two describing what they will do over the summer reflection activity; 10 – 20
to honor the Charter. minutes for Charter summer
goal activity). Lesson can
Learning Extensions: Consider creative ways for students to make be shortened or lengthened
visual reminders of the Charter. Have students make a daisy with the depending on how much
Charter in the center. On each of the 8 to 10 petals, have them write or time students are given
draw something they want to practice from the Charter over the summer. to create and draw their
Each daisy can be displayed on a wall. summer goal.

Evaluation: Have students
share their summer Charter
reminders in pair-shares.

CASEL Competencies:
Students will develop
the following CASEL
recommended
competencies:
• Self-Awareness
• Self-Management
• Social Awareness
• Relationship Skills
• Responsible

Decision-making

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© 2013 Emotionally Intelligent Schools, LLC A161

Emotional Intelligence Charter Lesson 4 | Upper Elementary

RECOMMENDED GRADE Lesson 4:
LEVELS: 3–5 Reflecting on the Charter at the
Purpose: The end of the End of the School Year
school year is an ideal
time to reflect on the many Upper Elementary
ways that the Charter has
been used to cultivate Procedure
a warm and caring This activity provides students with an opportunity to reflect on the ways
classroom community. that the Charter has been used throughout the school year – and to
During this lesson, celebrate Charter successes. Consider combining classes for this activity
students consider their use so that students can hear successful Charter stories from other grade-
of the Charter throughout levels or classrooms.
the school year; they
identify particular events 1. Ask students to close their eyes and take a journey with you. Have
or aspects of the Charter them think about the first few weeks of school when they developed
that have been especially the Charter. Ask them to reflect on how the Charter has been used
successful and celebrate since the time it was created. Remind them of any amendments that
those successes. They have been made. After about 2 minutes, ask them to turn to their
also consider ways that neighbor and share what they remembered.
they can continue to
use the Charter in their 2. Then, ask students the following reflection questions and write
personal lives over the responses on the board:
summer. What parts of the Charter have been particularly helpful for our
class this year?
Learning Objectives: What feelings have we, as a class, done an especially good job
Students will… of honoring this year?
• Identify particular events What behaviors have we all used successfully this year?
or aspects of the Charter What are some examples of problems the Charter has helped us
that have been especially to resolve this year?
successful
• Celebrate Charter 3. Debrief the group brainstorm by reading out loud all of the ways that
successes together as a the Charter has been successful during the school year.
class
• Come up with several
ways that they can
continue to use the
Charter over the summer

Materials and
Preparation:
Students will need…
• Materials to create
a written and visual
reminder of the Charter
for the summer

TM

A162 © 2013 Emotionally Intelligent Schools, LLC