Level 5: Personal Space

ᐃᓅᑦᓯᐊᕐᓂᖅ

INUUTSIARNIQ

EXTENSION ACTIVITIES

TEACHER SCRIPT

PAIRS/SMALL GROUP ACTIVITY

IMPORTANT INFORMATION

LARGE OPEN SPACE

INDIVIDUAL ACTIVITY

CLASS DISCUSSION

Level 5: Personal Space

ICON LEGEND

TEACHER SCRIPT TRANSLATIONS

Throughout these extension activities, you will find teacher scripts written in English

to help you guide your lessons. The Inuktitut extension activity is available for download.

LEVEL 5

BOOK TITLE

Personal Space

LENGTH

2 lessons

(30–40 minutes each)

EXTENSION

ACTIVITY

Essential

Questions

What is personal space? How

do you respect others’ personal

space? How do you ask others

to respect your personal space?

Lesson Overview

In this lesson, students discuss what personal

space is, why we need to respect it, and how it

can change based on the person and situation.

Students will practise ways to respect both their

personal space and that of other people.

LEARNING ACTIVITIES

Personal Space

Newspapers or hula hoops for

half of the students

Chart paper

REQUIRED MATERIALS

Lesson Plan: Personal Space | Page 1 of 4

LEARNING CONNECTION

At the beginning of this lesson, the students

discuss what personal space is, why we need to

respect it, and how it can change based on the

person and situation. Building on the foundation

of why, the teacher will then direct the students in

an activity that demonstrates personal space and

ways to respect others. This builds on

their understanding of the book Personal Space.

READING VOCABULARY

hug, high-five, wave hello, play tag, shake hands,

cuddle

PRE-LESSON PREPARATION

1. Gather materials for the personal space activity

in Lesson 1—either hula hoops or sheets of

newspaper for half of your students.

Class discussion and pairs

discussion about what

personal space is and why

it is important to respect

personal space.

Class discussion and

activity about personal

space in different situations

and ways to respect

people’s personal space.

Note to Teachers: This lesson deals with the topic of personal space and boundaries. This may be a sensitive topic

for some students and may result in emotional responses to some parts of the lesson. Be sensitive to these responses

and allow students to talk about their feelings openly or privately, or to take time away from the lesson if needed.

Lesson 1 Plan: What Is Personal Space?

1. Ask students to think by themselves about what personal space is. Next, have students

discuss as a class what they think personal space is. Then ask students how they can

respect each others' personal space.

2. Once students have had an opportunity to share, explain to students that personal space

is the invisible bubble around them that everybody has.

Personal space is the invisible bubble around you. Everyone has this

bubble. It is up to you to decide who is allowed in your bubble, and

in what situations. For example, you may choose to cuddle with your

grandma, but maybe not with your friends.

Explain to the students that we all have different-sized bubbles, and the fact that you like

getting hugs does not mean that everybody likes receiving hugs.

3. Next, discuss as a class why it is important to respect personal space.

Possible answers:

Safety

Health (sickness, avoid spreading germs)

General respect (not everybody wants to be touched)

4. On a piece of chart paper, draw the visual

shown here. You can choose to include

the labels if you wish. Explain that the

bubble in the centre is you, and that each

bubble around you is your personal space.

Point out to students that the first bubble

is very close to you, the next is somewhat

close, and the third is not close. You can

decide what kinds of interactions you

feel comfortable having in each bubble.

Brainstorm as a class the people and

situations that would fit into each of the

bubbles. Reiterate that these bubbles are

different for everyone.

LESSON PLAN: PERSONAL SPACE

Lesson Plan: Personal Space | Page 2 of 4

You

Very close to you

Somewhat close

to you

Not close to you

5. Ask students if it is ever okay to enter someone’s personal space, and why. Ensure

that your discussion includes that you should always ask permission before entering

someone’s personal space bubble and respect them if they say no. Model for students

how to ask for permission using the scripts below.

Examples:

Is it okay if I hug you?

Is it okay if I give you a high-ve?

Is it okay if I shake your hand?

Then, model for students some possible responses. Ask students if they can tell you what

a "yes" looks like.

Possible answers:

Shaking head up and down

Raising eyebrows

Saying "yes"

Then, ask students if they can tell you what a "no" looks like.

Possible answers:

Shaking head side to side

Silence

Moving away from you

Looking unhappy

Saying "no"

Saying "I don't know," "Not right now," or "Stop."

Remind students that being respectful of someone's personal space means not trying to

convince someone, not forcing someone, and not doing it anyway.

LESSON PLAN: PERSONAL SPACE

Lesson Plan: Personal Space | Page 3 of 4

6. Practise this concept by having half of the students stand on a piece of newspaper or

in a hula hoop. (Ask for volunteers, to make sure that students are comfortable with this

exercise.) Explain that this represents their personal space bubble. Have the other half

of the students walk around asking to hug them, give them a high-five, shake their hand,

and so on. Encourage students to use the prompts you modeled for them to ask for

permission. After about three minutes, have the groups switch. Encourage the hula hoop

or newspaper students to say “no” at least half of the time so that everyone can practise

saying and respecting “no.”

Lesson 2 Plan: How to Express Yourself in Different Scenarios

1. Begin this lesson by reading the book Personal Space out loud to the class. Next, review

the idea of an invisible bubble from Lesson 1 with students. Then, ask students how they are

most comfortable saying hello to someone. Brainstorm ways to say hello together as a class

or use examples from the book.

Possible answers:

Waving hello

Giving hugs

Shaking hands

Saying “hi”

2. End this lesson by reiterating to students that it is always okay to say no to any personal

touch and that it is important to not only respect other people’s personal space, but to

respect your own.

LESSON PLAN: PERSONAL SPACE

Lesson Plan: Personal Space | Page 4 of 4

ᐃᓅᑦᓯᐊᕐᓂᖅ

INUUTSIARNIQ

EXTENSION ACTIVITIES

TEACHER SCRIPT

PAIRS/SMALL GROUP ACTIVITY

IMPORTANT INFORMATION

LARGE OPEN SPACE

INDIVIDUAL ACTIVITY

CLASS DISCUSSION

Level 5: ᐃᓗᕐᕆᕝᕕᒃ (Personal Space)

ICON LEGEND

TEACHER SCRIPT TRANSLATIONS

Throughout these extension activities, you will find teacher scripts written in English

to help you guide your lessons. The Inuktitut extension activity is available for download.

INUKTITUT

LEVEL 5

BOOK TITLE

ᐃᓗᕐᕆᕝᕕᒃ

(Personal Space)

LENGTH

2 lessons

(30–40 minutes each)

EXTENSION

ACTIVITY

Essential

Questions

What is personal space? How

do you respect others’ personal

space? How do you ask others

to respect your personal space?

Lesson Overview

In this lesson, students discuss what personal

space is, why we need to respect it, and how it

can change based on the person and situation.

Students will practise ways to respect both their

personal space and that of other people.

REQUIRED MATERIALS

Lesson Plan: ᐃᓗᕐᕆᕝᕕᒃ (Personal Space) | Page 1 of 4

LEARNING CONNECTION

At the beginning of this lesson, the students discuss

what personal space is, why we need to respect it,

and how it can change based on the person and

situation. Building on the foundation of why, the

teacher will then direct the students in an activity

that demonstrates personal space and ways to

respect others. The students will then complete an

activity worksheet that further reinforces examples

of positive touching in different scenarios. This builds on

their understanding of the book ᐃᓗᕐᕆᕝᕕᒃ

(Personal Space).

READING VOCABULARY

ᐃᕿᑦᑎᒋᑦ, ᐃᓵᖃᑎᖃᕆᑦ, ᓄᓗᕋᕆᑦ,

ᐋᒻᒪᑲᓴᐅᑎᖃᑎᖃᕆᑦ, ᑎᒎᑎᖃᑎᖃᕆᑦ, ᑐᑎᒃᓯᒋᑦ

(Hug, high-five, wave hello, play tag, shake hands, cuddle)

PRE-LESSON PREPARATION

1. Gather materials for the personal space activity

in Lesson 1—either hula hoops or sheets of

newspaper for half of your students.

Note to Teachers: This lesson deals with the topic of personal space and boundaries. This may be a sensitive topic

for some students and may result in emotional responses to some parts of the lesson. Be sensitive to these responses

and allow students to talk about their feelings openly or privately, or to take time away from the lesson if needed.

LEARNING ACTIVITIES

ᐃᓗᕐᕆᕝᕕᒃ (Personal Space)

Newspapers or hula hoops for

half of the students

Chart paper

Class discussion and pairs

discussion about what

personal space is and why

it is important to respect

personal space.

Class discussion and

activity about personal

space in different situations

and ways to respect

people’s personal space.

Lesson 1 Plan: What Is Personal Space?

1. Ask students to think by themselves about what personal space is. Next, have students

discuss as a class what they think personal space is. Then ask students how they can

respect each others' personal space.

2. Once students have had an opportunity to share, explain to students that personal space

is the invisible bubble around them that everybody has.

ᐃᓗᕐᕆᕝᕖᑦ ᑕᑯᒃᓴᐅᙱᑦᑐᖅ ᐊᕙᓗᖕᓃᑦᑐᖅ. ᑭᒃᑯᓕᒫᑦ ᐃᓗᕐᕆᒡᕕᖃᖅᑐᑦ.

ᐃᓱᒪᖅᓱᖅᐳᑎᑦ ᑭᒃᑯᓐᓂᒃ ᐃᓗᕐᕆᕝᕕᖕᓄᐊᖁᔨᒍᕕᑦ, ᐊᒻᒪ ᖃᓄᐃᓕᐅᖅᑎᓪᓗᑎᑦ

ᖃᐃᔪᓐᓇᕐᒪᖔᑕ. ᐆᒃᑑᑎᒋᓗᒍ, ᐃᕿᒻᒥᖓᔪᓐᓇᖅᑕᑦ ᐊᓈᓇᑦᓯᐊᑦ, ᑭᓯᐊᓂ

ᐱᖃᓐᓇᕆᔭᑎᑦ ᐃᕿᒻᒥᖓᓇᔭᙱᓪᓗᒋᑦ.

Personal space is the invisible bubble around you. Everyone has this bubble. It

is up to you to decide who is allowed in your bubble, and in what situations. For

example, you may choose to cuddle with your grandma, but maybe not with your

friends.

Explain to the students that we all have different-sized bubbles, and the fact that you like

getting hugs does not mean that everybody likes receiving hugs.

3. Next, discuss as a class why it is important to respect personal space.

Possible answers:

Safety

Health (sickness, avoid spreading germs)

General respect (not everybody wants to be touched)

4. On a piece of chart paper, draw the visual

shown here. You can choose to include

the labels if you wish. Explain that the

bubble in the centre is you, and that each

bubble around you is your personal space.

Point out to students that the first bubble

is very close to you, the next is somewhat

close, and the third is not close. You can

decide what kinds of interactions you

feel comfortable having in each bubble.

Brainstorm as a class the people and

situations that would fit into each of the

bubbles. Reiterate that these bubbles are

different for everyone.

LESSON PLAN: ᐃᓗᕐᕆᕝᕕᒃ (PERSONAL SPACE)

Lesson Plan: ᐃᓗᕐᕆᕝᕕᒃ (Personal Space) | Page 2 of 4

ᐃᕝᕕᑦ

(You)

ᖃᓂᕕᒡᔪᐊᕐᓗᑎᒃ ᐃᓕᖕᓄᑦ

(Very close to you)

ᖃᓂᒡᓕᐸᓗᒡᓗᑎᒃ ᐃᓕᖕᓄᑦ

(Somewhat close to you)

ᖃᓂᒡᓕᙱᓪᓗᑎᒃ ᐃᓕᖕᓄᑦ

(Not close to you)

5. Ask students if it is ever okay to enter someone’s personal space, and why. Ensure

that your discussion includes that you should always ask permission before entering

someone’s personal space bubble and respect them if they say no. Model for students

how to ask for permission using the scripts below.

Examples:

ᖃᓄᐃᙱᓚᖅ ᐃᕿᒃᑯᒃᑭᑦ?

Is it okay if I hug you?

ᖃᓄᐃᙱᓚᖅ ᐊᒡᒐᕗᒃ ᐸᑎᒃᑎᒃᑯᑦᑎᒃᑯᒃ?

Is it okay if I give you a high-ve?

ᖃᓄᐃᙱᓚᖅ ᑎᒎᑎᒍᓐᓄᒃ?

Is it okay if I shake your hand?

Then, model for students some possible responses. Ask students if they can tell you what

a "yes" looks like.

Possible answers:

Shaking head up and down

Raising eyebrows

Saying "yes"

Then, ask students if they can tell you what a "no" looks like.

Possible answers:

Shaking head side to side

Silence

Moving away from you

Looking unhappy

Saying "no"

Saying "I don't know," "Not right now," or "Stop."

Remind students that being respectful of someone's personal space means not trying to

convince someone, not forcing someone, and not doing it anyway.

LESSON PLAN: ᐃᓗᕐᕆᕝᕕᒃ (PERSONAL SPACE)

Lesson Plan: ᐃᓗᕐᕆᕝᕕᒃ (Personal Space) | Page 3 of 4

6. Practise this concept by having half of the students stand on a piece of newspaper or

in a hula hoop. (Ask for volunteers, to make sure that students are comfortable with this

exercise.) Explain that this represents their personal space bubble. Have the other half

of the students walk around asking to hug them, give them a high-five, shake their hand,

and so on. Encourage students to use the prompts you modeled for them to ask for

permission. After about three minutes, have the groups switch. Encourage the hula hoop

or newspaper students to say “no” at least half of the time so that everyone can practise

saying and respecting “no.”

Lesson 2 Plan: How to Express Yourself in Different Scenarios

1. Begin this lesson by reading the book ᐃᓗᕐᕆᕝᕕᒃ (Personal Space) out loud to the class.

Next, review the idea of an invisible bubble from Lesson 1 with students. Then, ask students

how they are most comfortable saying hello to someone. Brainstorm ways to say hello

together as a class or use examples from the book.

Possible answers:

Waving hello

Giving hugs

Shaking hands

Saying “hi”

2. End this lesson by reiterating to students that it is always okay to say no to any personal

touch and that it is important to not only respect other people’s personal space, but to

respect your own.

LESSON PLAN: ᐃᓗᕐᕆᕝᕕᒃ (PERSONAL SPACE)

Lesson Plan: ᐃᓗᕐᕆᕝᕕᒃ (Personal Space) | Page 4 of 4