unit introductionvary by classroom- taken by teacher) mrs. mcbloom, clean up your classroom! by...

1st Grade Unit Introduction

Sub-Concepts Covered: Self-discipline, Kindness

Kindness in the Classroom lessons teach kindness skills through a step-by step framework of Inspire, Empower, Act, Reflect and Share. Each lesson starts with the ‘share’ step to reinforce learning from previous lessons. The ‘act’ piece is woven into the lessons but really takes place in the projects. This unit is the fifth of our six unit series. The goal is to explore responsibility and taking ownership for one’s actions. We will also be giving students strategies on how to make responsible choices that ultimately promote kindness to self, others, and our community. There is a large focus on the larger community and recycling within this unit, so you may be able to pair these lessons up with your core content.

Unit Objective Students will:

● Define responsibility and self-discipline through both actions and words. ● Identify HOW to show responsibility at home and school. ● Draw connections between self-discipline and responsibility as it applies to their daily lives. ● Explain how to make responsible choices in a variety of settings.

Student Introduction Welcome to the Responsibility Unit! This unit focuses on responsibility and how we are responsible for many things, including ourselves, the spaces we share with others (like our classroom!), and the environment. We will talk about real-life situations that require us to make responsible choices to care for ourselves, others, our community, and our environment! We are going to focus on these main areas:

● Making responsible decisions regarding ourselves and our personal spaces ● Exploring how others’ responsible actions directly affect us ● Practicing kind and responsible choices without prompting

Let’s get started by focusing on our personal spaces in our classroom!

© The Random Acts of Kindness Foundation. All Rights Reserved. www.randomactsofkindness.org

Unit Lessons Lesson Title Lesson Objectives Materials Required Lesson 1 Clean Sweep

● Explain the difference between responsible and irresponsible actions.

● Practice activities in the classroom that require responsibility to one’s self.

❏ Copies of the Organized desk picture (will vary by classroom- taken by teacher)

❏ Mrs. McBloom, Clean Up Your Classroom! By Kelly DiPuchio

Lesson 2 A Sandwich of Responsibility

● Understand how their actions have consequences and affect others, even if they do not see it immediately

● Demonstrate the importance of following through on one’s responsibilities.

❏ Sandwich ingredients- sliced bread, cheese, roast beef, lettuce

❏ Sandwich of Responsibility Worksheet (see Lesson)

Lesson 3 Environmentally Responsible Charades

● Identify ways children can be responsible for the environment through personal actions

● Explore ways to be responsible using charades.

❏ Basic Art Supplies ❏ Blank paper ❏ Scenario Cards (see Lesson)

Lesson 4 Kindness Koupons!

● Identify ways children can be respond with kindness towards others in a variety of situations

● Practice acts of kindness at home

❏ Basic Art Supplies ❏ Coupon Book template (see Lesson)

Unit Projects Project Title Project Overview Materials Required Project 1 Class Cash

Students will practice responsibility and self-discipline through the establishment of a classroom store based on responsible actions in school each day.

❏ Class Cash (see Lesson) ❏ Prizes (will vary) ❏ Envelopes

Project 2 Recycle Responsibly

Students will be responsible for starting and tracking an aluminum can recycling competition across the grades.

❏ Large Cardboard box for each participating class

❏ Bulletin Board Supplies ❏ Butcher Paper for tracking


Responsibility 1st Grade • Lesson 1

Clean Sweep This foundational lesson in the Respect unit focuses on self-discipline and how responsible actions affect ourselves first and foremost. As the placement of this unit is after the winter break, many routines need to be reestablished, especially around organization. This lesson focuses on self-discipline related to each student’s desk. Note: You will need to have one desk as a sample of messy. You can use your desk if desired. Make sure it is OBVIOUSLY messy. You will also need a picture of a student desk that is organized. Kindness Concept(s) Responsibility, Self-discipline, Kindness Lesson Timeframe 45 minutes Required Materials ❏ Copies of the Organized desk picture

(will vary by classroom-taken by teacher)

❏ Mrs. McBloom, Clean Up Your Classroom! By Kelly DiPuchio

Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, and Common Core State Standards. Please refer to the Standards Map for more information.

Lesson Objective Students will:

● Explain the difference between responsible and irresponsible actions. ● Practice activities in the classroom that require responsibility to one’s

self.

Teacher Connection/Self-Care As a teacher you are responsible for the safety and education of dozens of children. How do you prepare for school each day? Every teacher is required to provide some type of lesson plans as proof of planning. Effective planning goes much further than this. Mapping out a unit based on the number of in-class days coupled with allotted time constraints can completely change the original lesson. Often times our planning gets shorter and shorter the longer we have been teaching. However, each year we receive a completely new set of students. This week, set aside some extra time to evaluate your current class. What special needs do they have (both strengths and weaknesses) that require a different approach than past years? If this is your first year teaching, try categorizing your students by learning style rather than academic level. You may begin to appreciate each student a bit more, which ultimately leads to a teacher that responds with kindness rather than frustration during this trying time of the year!

Tips for Diverse Learners ● Create a diagram of the ideal clean desk to help students organize

their own desks. ● Draw a simple picture next to common words used in the illustrations:

pencils, crayons, binder, etc. ● Allow students to dictate the important parts of their picture to you as

needed.

© The Random Acts of Kindness Foundation. All Rights Reserved. www.randomactsofkindness.org Page 1

https://www.randomactsofkindness.org/lesson-plans/1_Responsibility_Unit_Standards_Map.pdf

Share 5-7 minutes Play 2 Truths and a Dreamwish. Explain how to play: The teacher says three things about themselves. Two of them are true and one they WISH was true. The class must vote on which statement is the wish. Repeat 2 more times with different statements. Here is an example:

● I visited Hawaii. ● I rode a unicycle. ● I went hunting for dinosaur bones. (wish!)

After playing reflect on the game:

● How did it feel to learn about some of my wishes in life? ● Did you like the game? Why or why not? ● Were there any signs I gave to tell when I was wishing? ● Why is it important to tell others when something is a

wish and not a fact? Inspire

What is Responsibility? 10-12 minutes Explain that responsibility is when you are reliable to do the things that are expected or required of you. This means people can count on you! You do what you say and you say what you do. Let’s practice responsibility by working together to finish these sentences: When I mess it up, I _________ (clean it up). When I open it, I _________ (close it). When I break something, I ___________ (fix it, tell grown up). When I find something, I ____________ (turn it in). What is Self-Discipline? Explain that self-discipline means we are responsible for our own behavior. We pay attention to how we act and how we treat both ourselves and others. We can and should control our emotions. For example, when you get really frustrated, can you control yourself by taking deep breaths or walking away? If so, you are practicing self-discipline! Self-discipline takes lots of practice, so don’t be discouraged if you need to keep trying! Even adults must practice this skill every day.

Read Aloud: Mrs. McBloom, Clean Up Your Classroom! By Kelly DiPuchio 10 minutes Read Aloud Link: https://www.youtube.com/watch?v=_kqiYJAp7z4 This story is about an exceptionally messy teacher and her messy classroom. She isn’t very invested in cleaning her classroom until she is finally convinced to tidy up just before retirement. The students themselves are the ones who wind up helping her!

● Why do you think Mrs. McBroom asks the students for ideas on how to clean up her room?

● Have you ever felt overwhelmed by the mess you have created?


https://www.youtube.com/watch?v=_kqiYJAp7z4

Empower

20 minutes Students will practice self-discipline and responsibility by exploring a messy versus clean desk. Explain that we practice self-discipline and responsibility every single day in class. We are each responsible for our own desk space. Today we are going to create a sample of what our clean, tidy desks should look like. When we practice self-discipline and responsibility, our areas reflect that. As your teacher, I must also practice these skills. Let’s take a look at my messy desk and talk about what I could do to tidy it.

● Explain: This desk is so messy because I chose to not be responsible with my belongings. I was not practicing self discipline. Today we will take time to practice self-discipline and responsibility by organizing our desks.

● Provide each student with a copy of the organized desk. You may also want to project the picture using the whiteboard.

● As a class discuss the important components of the clean desk: ○ All loose papers are in the proper folders ○ All notebooks and folders are stacked on the left ○ The pencil box goes on the right ○ There is no trash!

● Allow everyone 15-20 minutes to clean up their desks and organize them using the picture. Walk around and help students that require organizational assistance.

● Explain that at the end of each day after all the students go home, you will start doing desk checks. The student with the neatest desk will receive the “Responsibility Reward” box with several small items to play with after they finish their work the next day. (Items to include could be stress ball, clay, etc.)

● After everyone is done, go around the room and highlight at least one way each student was able to organize their desks.

Reflect

3-5 minutes Self-Discipline takes practice. We have that opportunity daily with our desks. Let’s work together to keep our classroom clean and organized. The more we practice, the better we will become!

Extension Ideas

● Laminate each clean desk picture and tape it to the side of each desk

for easy reference. ● Practice self-discipline and responsibility weekly by cleaning up your

desk at the end of each Friday if possible. ● Send home a note with parents and have them repeat this activity

with the student’s bedroom.



A Sandwich of Responsibility This lesson focuses on our responsible actions and how they affect others. Students will explore how our community helpers and workers contribute the items we consume each day, specifically food items. When people lax on their responsibilities, it affects much more than just them. Kindness Concept(s) Responsibility, Self-Discipline, Kindness Lesson Timeframe 45 minutes Required Materials ❏ Sandwich ingredients: sliced bread,

cheese, roast beef, lettuce ❏ Sandwich of Responsibility

Worksheet Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, and Common Core State Standards. Please refer to the Standards Map for more information.


● Understand how their actions have consequences and affect others even if they do not see it immediately

● Demonstrate the importance of following through on one’s responsibilities

Teacher Connection/Self-Care Responsibility is defined as being reliable to do the things that are expected and required of you. Often times, we tend to focus on the tasks that affect us personally. I pay my mortgage so I have a place to live. I take care of my body so I will be healthy. This week, focus on the actions you carry through that can and do have an immediate effect on others. What responsibilities do you have in your teaching team, at your school, and within your community? How can you work harder to ensure that others can count on you at all times? The reality is that no one is perfect. Each one of us will drop the ball at some point. How you choose to handle these times says a great deal about how you view your responsibilities. Take some time this week to examine your response to natural human error. Be kind to yourself and move forward.

Tips for Diverse Learners

● Draw simple illustrations next to each community helper for emerging readers.

● Be aware and sensitive to any allergies that may be present and adjust the activity accordingly.

● Provide each child with a sample sandwich if possible to accommodate kinesthetic learners.



. Share

5 minutes As a class, review the components of an organized desk. Take a tour of the classroom to see how well students are demonstrating self-discipline and practicing responsibility.

● Where do our loose papers go? (in the folder) ● On which side do we keep our folders? (left) ● What is the hardest part about keeping your desk clean?

Inspire

How are We Responsible? 10-12 minutes Explain that each of us makes responsible choices all day, every day!! We chose to get up today. We chose to get dressed and go to school. We chose to learn. We chose to be kind to our classmates and teacher. When we treat others with kindness and respect we are acting responsibly. Divide your whiteboard into 3 categories- Morning, Afternoon, Evening

● How were you able to show responsibility this morning before you came to school?

● How do you show responsibility after lunch in our classroom? ● How do you show responsibility after diner in your home?

All of these actions demonstrate responsibility. All of us work together, each person doing their part. It is very important to follow through on your responsibilities! When you forget or don’t feel like doing something, it can have a huge effect on others.

Empower

20 minutes Students will use a basic sandwich to explore the consequences when others act irresponsibly. Explain that each group (or child if you have enough sandwich making supplies) will work together to make a basic sandwich. Pass out the ingredients (bread, lettuce, cheese, meat) and read the following instructions:

1. Open the bread. 2. Place the lettuce on one slice of bread. 3. Place the cheese on top of the lettuce. 4. Place the meat on top of the cheese. 5. Close the sandwich with the second piece of bread. 6. You just made lunch!

Review what goes into each ingredient in the sandwich. We don’t usually spend much time thinking about HOW this food gets to our home. Let’s talk about who is responsible for making each ingredient.

● A baker made this bread. He worked hard to grind the wheat into flour, knead the dough, bake the bread, and package it for the store.


● A farmer grew this lettuce. He plowed the field, sowed the seeds, and harvested the lettuce when the time was right.

● A dairy farmer made this cheese. She milked the cows, churned the milk, aged cheese, and brought it to the store when it was perfectly molded.

● A rancher raised the meat on our sandwich. She bought or birthed the cattle at a young age, made sure they had plenty of land to graze on, kept the cattle healthy and happy for several years, and processed the meat so we could have it on our sandwich.

All of these people have important responsibilities that allow us to have the bread, lettuce, cheese, and meat necessary to make a sandwich. Let’s see what happens when some of them forget their responsibilities. Have each group (or student depending on the number of sandwiches you made) place their sandwich in front of them. Read the following directions:

1. The farmer decided to take a year off. He did not plant any lettuce because he was traveling the world. Remove the lettuce from your sandwich.

2. The rancher forgot to let the cows out to graze in the pasture.The cows became very sick and could not be sold for meat. She was irresponsible with her animals. Remove the meat from your sandwich.

3. The baker did not pay his electricity bill and cannot bake the bread. He did not practice self-discipline with his money. Remove the bread.

4. What are you left with? (cheese) Do you even have a sandwich anymore? No!

Emphasize the role that each community helper had in making sure the ingredients you needed for your sandwich were at the store, waiting for you. They were responsible for their part, and because of that you can eat a nice meat and cheese sandwich without worrying that you cannot buy all of the ingredients!

Reflect

5-7 minutes Have your class gather in your circle time/community area. As a class, fill out the Sandwich of Responsibility worksheet. Use the following questions to help you fill out the sheet:

● What responsibilities does the baker have to make sure we have bread to eat? (He grinds the wheat, kneads the dough, baked the bread, etc. Students draw or write in answers.)

● What responsibilities does the farmer have to make sure we have fresh lettuce?

● What responsibilities does the farmer have to make sure we have delicious cheese for our sandwich?

● What responsibilities does the rancher have to make sure we have healthy, fresh meat?

After the worksheet is completed, ask a few of these follow-up questions for personal reflection:

● What would happen if you always forgot to feed your fish? ● What would happen if I didn’t make enough copies for our math

lesson? ● How can we fix things when we do forget?


Extension Ideas

● Take a field trip to visit one of the community helpers explored in this lesson. Ask them to explain all of their responsibilities and how they affect the community they serve.

● HOME Extension: Have students go home and teach their family about what they learned while making a meal together!



Environmentally Responsible Charades This lesson focuses on our responsible actions towards the environment through a charades game. Kindness Concept(s) Concept, Concept, Concept Lesson Timeframe 45 minutes Required Materials ❏ Basic Art Supplies ❏ Blank paper ❏ Scenario Cards Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, and Common Core State Standards. Please refer to the Standards Map for more information.


● Identify ways children can be responsible for the environment throughpersonal actions.

● Explore ways to be responsible using charades.

Teacher Connection/Self-Care Every person on earth has a personal carbon footprint that they leave as they experience the world. You are responsible for your effect on the environment. The best way to truly accept this is to evaluate this effect. How much water do you use each day? Are you conscious about the electricity usage in your home? Are you part of a recycling or composting program? Most of us are aware of these simple ways to lighten our impact. However, this week’s challenge is to identify unique ways to decrease your carbon footprint at school. Are there ways to reduce your waste? How does your school handle recycling? Your kind actions set a terrific example for the students in your class!

Tips for Diverse Learners ● Use scenario cards to help them understand each responsible

scenario. ● Have advanced students create scenarios on their own to act out with

a partner. ● Be part of the group during charades if a team is unable to act out the

scene independently.



Share

5 minutes Draw a venn diagram on the whiteboard and go over the similarities and differences between teacher responsibilities and student responsibilities:

● Same: arrive on time, be prepared, eat healthy, keep classroom clean, use kind words, show respect, care for others, etc.

● Different: complete schoolwork, grade papers, go to meetings, go to specials, etc.

Even though we have some differences in our responsibilities, we all must work together the create a kind and happy classroom!

Inspire

Environmental Responsibility 10-12 minutes We have talked about responsibility and our choices. Our choices affect ourselves, others, and even the world around us! That’s right! The choices we make can help or hurt our environment. What is the environment? Explain that it is the world around us: nature, animals, plants, water, etc. Read Aloud: 10 Things I Can Do To Help My World by Melanie Walsh 5 minutes YouTube Link- https://www.youtube.com/watch?v=xTN6T74W4L8 This story shows how our choices affect the environment and how we can choose responsibly to make a difference.

● What are 3 examples from the story that you also do to help our environment?

● How can you help our school with your responsible choices? ● What is the hardest thing they talked about in the book?

Empower

20 minutes Students will practice making responsible choices for the environment by playing charades. Depending on the level of your class/students, you can provide them with the phrases below written on a piece of paper OR use the scenario cards at the end of the lesson. Divide the class in half and have students on each team pair up to act out their given scenario. Each correctly identified scenario receives a point. Use the talking points to expand on the responsibility connected to each scenario.

1) Feeding an animal. ● Pets rely on us to keep them fed, clean, and healthy.

2) Picking up trash. ● If every person refused to pick up even just one piece of

trash, our school would be covered in garbage!


https://www.youtube.com/watch?v=xTN6T74W4L8

3) Turning off the water when brushing your teeth. ● You can save over 10 gallons of water by turning it off.

4) Closing the door. ● When you leave the door open, heat leaves and your furnace

has to work harder to keep your house warm. 5) Planting a tree.

● Trees give us oxygen. If you plant a tree, you are giving others a chance for nice, clean air!

6) Riding the bus. ● When we use public transportation we use fewer cars overall.

Less cars means less pollution and happier trees and animals!

Reflect

5 minutes Have each student draw a picture of one way they can take responsibility of something in their environment/world. How can you help? Every person has a responsibility to our environment, even young people like you! You can choose to help animals when they are in need, close the door to conserve heat, or even keep our playground clean when you see trash strewn about. Every responsible and kind choice helps protect our environment and keeps our world just a little bit cleaner than it was before!

Extension Ideas

● As a class, investigate one way to make a difference in water

conservation at school. Starting a plan to teach others about how much water is wasted when brushing our teeth, washing our hands, etc. is a great way to help others cut down on their usage.

● Invite students to repeat this activity with their family at home! They can measure how much water they conserve there and then report back to the class. If desired, they could graph the difference between home and school.


Feeding an Animal

Pets rely on us to keep them fed, clean, and healthy.

Picking Up Trash

If every person refused to pick up even just one piece of trash, our school would be covered in garbage!

Third line.

Turning off the water

when brushing your teeth You can save over 10 gallons of water by turning it off!

Closing the Door

When you leave the door open, heat leaves and your furnace has to work harder to keep your house warm.

Planting a Tree

Trees give us oxygen. If you plant a tree, you are giving others a chance for nice, clean air!

Riding the Bus

When we use public transportation we use fewer cars overall. Fewer cars means less pollution and

happier trees and animals.



Kindness Coupons This lesson focuses on how we can respond with kindness, planning ahead to gift kindness throughout the week as family members decide through the use of a coupon book. Kindness Concept(s) Responsibility, Kindness, Self-discipline Lesson Timeframe 45 minutes Required Materials ❏ Basic Art Supplies ❏ Coupon Book template Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, and Common Core State Standards. Please refer to the Standards Map for more information.


● Identify ways children can be respond with kindness towards others in a variety of situations.

● Practice acts of kindness at home.

Teacher Connection/Self-Care It is no coincidence that the first half of the word responsibility is the word response. We are responsible for how we respond to others. Although it can be a struggle, responding in kindness is a true gift that we can offer to those around us. The beauty of this response is that it is completely free for both you and the recipient! A change in attitude, an adjustment in your perspective, a deep breath before reacting: all of these actions allow you to respond in kindness regardless of the situation at hand. That said, some people and situations may require you to dig a bit deeper to conjure up the kindness needed to keep the tone upbeat. Don’t despair! You can lead with kindness in every situation. The key is to plan ahead. This week, brainstorm tough situations that frequently lead you to struggle with a kind response. How can you add a kind word in these scenarios? Here are a few examples to get your juices flowing. 1) If someone is prone to complaining, build them up with kindness and suggest they take a stab at creating something to fix/adjust/replace the area of concern. 2) If a team meeting frequently ends with both sides becoming confrontational, plan ahead to write down the contributing thoughts of every member and then highlight similarities within the group to increase buy in. Now it’s your turn. How can you respond with kindness?

Tips for Diverse Learners

● Allow students to draw pictures or dictate the acts of kindness in their coupon book.

● Give ideas for students to include in their coupon book.



Share

3-5 minutes Becoming responsible citizens in our school takes a great deal of practice. Let’s highlight some ways we have been responsible this past week:

● What is one way you used self-discipline when we are walking in the halls?

● What is one way you have made responsible choices with your homework?

● What is one way you were able to use self-discipline to wait for something when you really wanted it?

● How were you able to be responsible in our classroom last week? All of these choices are ways we can respond with kindness towards ourselves, others, and our environment/space!

Inspire

Responding with Kindness 7-10 minutes The first part of the word RESPONSIBILITY is actually RESPONSE. A response is another word for choice. We can respond kindly or meanly. We can choose kindness or choose meanness. You have this choice many times throughout the day! Think back to this morning when each of us arrived at school. What choices did you make? How were able to respond with kindness when you got here? (I chose kind words with the bus driver, I chose to hold the door open for others, etc.)

● Create a 3 column chart on the whiteboard. Label the sections Student, Teacher, and Parent.

○ As a class, brainstorm as many choices as possible under each heading. How can each of us respond with love?

○ Remind students that we can respond with kindness, even when others choose to be mean or unkind! It takes self-discipline to show kindness no matter what. We can do it!

Empower

20 minutes Students will create personalized Kindness Coupon books for their families to use at home as they see fit. Each student must design at least 5 coupons.

● Step 1: As a class, brainstorm ideas of kind actions that can be completed at home. Some ideas include setting the table, picking up your clothes, giving a hug, putting away your backpack, helping a sibling, etc.

● Step 2: Each student selects 5-10 (personal choice) coupons to include in their book. Each coupon can include pictures and words for the recipient. The student can dictate the words to a partner or teacher if needed.

● Step 3: Each student will assemble their book and create a cover. ● Step 4: Students will take their coupon book home and report back

on how their family has used the coupons throughout the week.


Reflect

3-5 minutes Responding with kindness is a choice you can make each and every day. The best place to start practicing this kindness is at home with our families. When we give kindness, we are more likely to receive it as well. There is no better time to start than now!

Extension Ideas

● This activity could be modified to create a coupon book for one

specific person in each student’s family. Perhaps a family member they struggle to get along with would be a good recipient!

● To encourage students to use the coupon books, create a bulletin board that tracks how many coupons have been redeemed. Students bring each coupon back after it has been used. Tack the coupon up to track on the kindness being spread throughout all the homes!

● The coupon book could also make a nice gift for mothers or fathers depending on the timing within your school year!


Responsibility 1st Grade • Project 1

Class Cash This project allows students to practice responsibility and self-discipline through the establishment of a classroom store based on responsible actions in school each day. Kindness Concept(s) Responsibility, Kindness Project Timeframe 25-30 minutes Required Materials ❏ Class Cash ❏ Prizes (will vary) ❏ Envelopes

NOTE: This project requires prizes of varying value, so planning ahead is important. Some ideas for prizes might be candy, pencils, erasers, small toys, homework pass, dress down day, etc. Price each prize accordingly. You will need prizes that can be purchased with only one class dollar, all the way to 20 class dollars. Step 1: As a class, identify 5-10 responsible actions that your class is working on. Some ideas might be taking pride in our work, keeping our desks clean, using kind words, working together during group time, etc. Write the ideas on the board and narrow them down to the top 3 by voting as a class. These will become your responsibility goals for this project. Step 2: Explain that the class will be setting up a store to reward responsibility and self-discipline. Each day, the teacher will hand out “Class Cash” whenever he/she sees students acting responsibly. Extra cash will be handed out if students are “caught” completing one of the main 3 goals listed above. You can use any form of play money for this game. However, there is a sample sheet of pretend money below. To make the math simple, use only 1 or 5 dollar bills depending on the math skills of your current class. Step 3: Provide a small box or envelope that is specifically for their personal “Class Cash” to help them save. Students must keep track of their “Class Cash” on their own. Emphasize that you will not replace lost or destroyed money. Students need to work on self-discipline and responsibility to save their money. You should also express the importance of turning in any found money that is not theirs. The previous unit on honesty and integrity helped us learn this skill. Now is a terrific time to reinforce it! Step 4: Explain that students may redeem their “Class Cash” daily for a small prize of their choice. (Establish the prices of each prize ahead of time.) Each student can decide to spend their money daily OR practice self-discipline and save up over several days for a bigger prize. They can also choose the kindest route possible and give away some of their “Class Cash” to a friend in need. This option is especially helpful when you have some children that earn a disproportionately high amount of money while others consistently fall short.


Step 5: Continue for at least a week. You may choose to extend this activity for the rest of the month or quarter if it is working well. Some students are extremely motivated to act responsibly once a store is opened up! Sample “Class Cash” on next page


1st Grade

Hello Parents and Guardians, Welcome to Unit 5 of our Kindness in the Classroom curriculum. For the next 4-6 weeks we will be learning all about RESPONSIBILITY. Since this is still a fairly new concept for children this age, we will focus on the following topics: TOPIC QUESTIONS WE’LL BE EXPLORING HOW YOU CAN HELP AT HOME Responsibility ● What does it mean to be responsible

for your actions? ● How do you accept responsibility for

what you say and what you do?

Create a list of school and home responsibilities with your child. Emphasize how their responsibilities actually help their class. What are they responsible for at home? Explore that as well!

Respond Kindly ● How do we respond to others? ● How can we use kindness to respond

in a kind way, no matter what? ● Why is being kind such an important

responsibility?

Discuss the importance of responding kindly to others, even during difficult situations. If possible, identify some tough scenarios and practice responding kindly.

Self-Discipline ● What is self-discipline? ● How do we use self control in our

classroom? ● What might happen if we didn’t stay in

control of ourselves?

Talk with your child about what self-discipline looks like in their class. How do we sit in our chairs/at the table? How do we answer a question? How do we move through the building? Emphasize kind, safe actions at all times.

Key activities we’ll be doing:

● Organize personal space at school! ● Explore community based responsibility! ● Act out environmentally responsible actions! ● Create Kindness coupons! If you have any questions about our Kindness in the Classroom lessons, please feel free to contact me at anytime. We are on this kindness path together! Sincerely,

TRY THIS AT HOME! Ask your child how they organized their space in their classroom. Work with them to organize their room/part of the room. Once completed, take a picture to remind them what it looks like when they are being responsible for their home space.


http://www.randomactsofkindness.org/

1st Grade Standards Map

Responsibility Unit This Standards Map summarizes each of the standards met by all lessons within this unit. All Kindness in the Classroom® lesson plans have been mapped to the five CASEL Core Social Emotional Learning (SEL) Competencies, the Centers for Disease Control and Prevention’s National Health Education Standards (NHES), and the national Common Core State Standards for English Language Arts & Literacy and Mathematics. Utilization and adoption of these national standards and competencies vary by state. Teachers can use this resource to align their own state standards with each lesson.

Lesson 1: My Space CASEL NHES Common Core

Self-awareness Self-efficacy Self-management Impulse control Self-discipline Self-motivation Organizational skills Social awareness Perspective-taking Respect for others Responsible decision-making Identifying problems Analyzing situations Solving problems Evaluating Reflecting Ethical responsibility

Standard 1. Understanding concepts 1.2.1 - Identify that healthy behaviors impact personal health. Standard 7. Practicing healthy behaviors 7.2.1 - Demonstrate healthy practices and behaviors to maintain or improve personal health.

English Language Arts Standards Reading: Literature Key Ideas and Details: CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. Craft and Structure: CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-LITERACY.SL.1.1.A Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.1.1.B Build on others' talk in conversations by responding to the comments of others through multiple exchanges. CCSS.ELA-LITERACY.SL.1.1.C Ask questions to clear up any confusion about the topics and texts under discussion. CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CCSS.ELA-LITERACY.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CCSS.ELA-LITERACY.L.1.5.C Identify real-life connections between words and their use (e.g., note places at home that are cozy).


https://casel.org/core-competencies/

https://www.cdc.gov/healthyschools/sher/standards/index.htm

http://www.corestandards.org/read-the-standards/

http://www.corestandards.org/read-the-standards/

Lesson 2: A Sandwich of Responsibility

CASEL NHES Common Core

Self-awareness Self-efficacy Self-management Impulse control Self-discipline Self-motivation Organizational skills Social awareness Perspective-taking Respect for others Relationship skills Communication Teamwork Responsible decision-making Identifying problems Analyzing situations Solving problems Evaluating Reflecting Ethical responsibility

Standard 1. Understanding concepts 1.2.1 - Identify that healthy behaviors impact personal health. Standard 7. Practicing healthy behaviors 7.2.1 - Demonstrate healthy practices and behaviors to maintain or improve personal health.

English Language Arts Standards Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-LITERACY.SL.1.1.A Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.1.1.B Build on others' talk in conversations by responding to the comments of others through multiple exchanges. CCSS.ELA-LITERACY.SL.1.1.C Ask questions to clear up any confusion about the topics and texts under discussion. CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CCSS.ELA-LITERACY.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CCSS.ELA-LITERACY.L.1.5.A Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. CCSS.ELA-LITERACY.L.1.5.C Identify real-life connections between words and their use (e.g., note places at home that are cozy).


Lesson 3: Environmentally Responsible Charades CASEL NHES Common Core

Self-awareness Recognizing strengths Self-confidence Self-management Impulse control Self-discipline Self-motivation Goal-setting Social awareness Perspective-taking Respect for others Relationship skills Communication Social engagement Teamwork Responsible decision-making Identifying problems Analyzing situations Solving problems Evaluating Reflecting Ethical responsibility

Standard 1. Understanding concepts 1.2.1 - Identify that healthy behaviors impact personal health. Standard 5. Decision-making 5.2.1 - Identify situations when a health-related decision is needed. Standard 7. Practicing healthy behaviors 7.2.1 - Demonstrate healthy practices and behaviors to maintain or improve personal health. Standard 8. Advocating 8.2.2 - Encourage peers to make positive health choices.

English Language Arts Standards Reading: Literature Key Ideas and Details: CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details Craft and Structure: CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. Reading: Informational Text Range of Reading and Level of Text Complexity: CCSS.ELA-LITERACY.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. Reading: Foundational Skills Print Concepts: CCSS.ELA-LITERACY.RF.1.1 Demonstrate understanding of the organization and basic features of print. Phonics and Word Recognition: CCSS.ELA-LITERACY.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. Fluency: CCSS.ELA-LITERACY.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. Writing Research to Build and Present Knowledge: CCSS.ELA-LITERACY.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-LITERACY.SL.1.1.A Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.1.1.B Build on others' talk in conversations by responding to the comments of others through multiple exchanges. CCSS.ELA-LITERACY.SL.1.1.C Ask questions to clear up any confusion about the topics and texts under discussion. CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.


CCSS.ELA-LITERACY.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.1.5.C Identify real-life connections between words and their use (e.g., note places at home that are cozy).


Lesson 4: Kindness Coupons CASEL NHES Common Core

Self-awareness Recognizing strengths Self-efficacy Self-management Impulse control Self-discipline Social awareness Perspective-taking Respect for others Relationship skills Communication Social engagement Responsible decision-making Identifying problems Analyzing situations Solving problems Evaluating Reflecting Ethical responsibility

Standard 1. Understanding concepts 1.2.1 - Identify that healthy behaviors impact personal health. Standard 2. Analyzing influences 2.2.1 - Identify how the family influences personal health practices and behaviors. Standard 7. Practicing healthy behaviors 7.2.1 - Demonstrate healthy practices and behaviors to maintain or improve personal health.

English Language Arts Standards Writing Production and Distribution of Writing: CCSS.ELA-LITERACY.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Research to Build and Present Knowledge: CCSS.ELA-LITERACY.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-LITERACY.SL.1.1.A Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.1.1.B Build on others' talk in conversations by responding to the comments of others through multiple exchanges. CCSS.ELA-LITERACY.SL.1.1.C Ask questions to clear up any confusion about the topics and texts under discussion. CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CCSS.ELA-LITERACY.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSS.ELA-LITERACY.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.1.5.C Identify real-life connections between words and their use (e.g., note places at home that are cozy).


unit introductionvary by classroom- taken by teacher) mrs. mcbloom, clean up your classroom! by...

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