SEL Core Competencies: 

• Self-Awareness: identifying emotions, experiencing self-efficacy, linking feelings, values and thoughts, demonstrating honesty and integrity 

• Self-Management: managing one’s emotions, exhibiting self-discipline 

• Social Awareness: taking others’ perspectives, recognizing strengths in others, demonstrating empathy and compassion, identifying diverse social norms, showing concern for the feelings of others 

• Relationship Skills: communicating effectively, developing positive relationships, showing leadership in groups, resolving conflicts constructively, seeking or offering support when needed 

ELA Standards: Listening and Speaking, Reading, Writing 

Social Studies Theme: Individual Development and Identity 

Share the learning objective for the session with the students: defining empowerment and problem-solving, and finding how the two are connected.

Hand out Gallery Walk note sheets and tell the students that they will participate in a Gallery Walk to further develop their understanding of “empowerment” and “problem-solving”. Explain that there are quotes (and/or images) around the room that relate to each word. In pairs, students will visit each quote (or image) and should spend a few moments reading (or viewing) while considering how the quote (or image) connects to the term empowerment or problem-solving. Students should reflect-pair-share, recording their ideas on their Gallery Walk note sheet and which station (quote or image) they are as it is numbered. There should be no more than 4 students at a station at a time.

As students circulate around the stations, monitor time by ensuring they move every 3-5 minutes to another station. Listen to the conversations they are having and clarify and celebrate as you are able.

Once time is up, ask students to return to their seats and update their Frayer Method Vocabulary templates with new information from the Gallery Walk. As students finish, invite them up to the white board to add new ideas to the vocabulary templates on the board. While students are working, place notecards on their desks. 

Go over the new additions with the students, clarifying ideas as needed.

If no definitions have been offered, ask a few students to share theirs with the class and add them to the board. Once a few have been sourced, have students vote on their favorite group definition for each term and revise it as needed based on other student input or missed aspects.