3Rd Grade Unit Introduction Kindness in the Classroom Lessons Teach

3rd Grade Unit Introduction

Sub-Concepts Covered: Perseverance, 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 fourth of our six unit series. We will introduce the concept of integrity as it relates to honesty and perseverance during this unit. Since this is the first grade that dives deeper into the actual concept of integrity, we will build off of honesty to aid in comprehension and application. The focus of this unit is twofold- understanding the importance and value of honesty as it relates to kindness, and using honest methods to persevere towards accomplishing personal goals.

Unit Objective

Students will:

● Review respect, caring, and inclusiveness. ● Define honesty, dishonesty, and perseverance. ● Understand the concept of “white lies” and how they build on each other. ● Identify strategies that help people persevere through challenges. ● Reinforce the skill of perseverance through goal development and follow through.

Student Introduction

Thank you for practicing inclusiveness in our classroom as I observe others including new friends and trying out new ideas in a kind, caring, and respectful manner! We are ready to explore Integrity. This is an advanced word that connects back to honesty and always telling the truth, even when others aren’t around. We will also use honesty and perseverance to try our hardest, even when something seems too tough and we would rather give up! It can be tempting to tell “white lies” to move ahead or avoid trouble- however our ultimate goal is a kind classroom and honesty is the best policy! Our main focus this unit are on the following areas:

● Making honest choices, every time! ● Becoming a person of integrity- say what you mean and mean what you say! ● Persevering through difficult times...you can reach your goals!

Let’s start with our first lesson! Note: If you are using your RAK interactive notebooks, make sure students have them on hand for every lesson.

Unit Lessons

Lesson Title Lesson Objectives Materials Required

Lesson 1 ● Utilize caring and kindness to develop ❏ “White Lie” to “Kind Truth” handout White Lie to Kind Truth honest alternatives to deceptive actions. (see lesson) ● Demonstrate and understanding of the term “white lie” and explain how it is a form of dishonesty.

Lesson 2 ● Use integrity to ensure their partner avoids ❏ Blindfolds (Can be shirts, scarves, etc.) Integrity Obstacle Course obstacles and reaches their destination ❏ The Empty Pot by Demi safely. ● Explain how being honest helps others trust you. Lesson 3 ● Demonstrate integrity through role plays. ❏ Basic Art Supplies Integrity Role Play ● Explain how being honest helps others trust ❏ Scenario Cards handout (see lesson) you.

Lesson 4 ● Establish a personal goal related to math. ❏ SMART goal graphic organizer Persevere to Your Goal! ● Use perseverance to accomplish a goal. for each student (see lesson) ❏ Pledge Sheet for each student (see lesson) ❏ Pencils

Unit Projects

Project Title Project Overview Materials Required

Project 1 Students will work in small groups and locate ❏ Classroom Map Perseverance Treasure 12 items that correspond with the 12 letters in ❏ Clue Sheet Map the word PERSEVERANCE, documenting their ❏ Compass treasures on a classroom map. ❏ Pencils

Project 2 Students will work together to create a ❏ Different colored construction paper Door of Integrity personalized handprint explaining one way ❏ basic art materials they show integrity. Handprints are combined ❏ bulletin board materials (letters, butcher on the exterior classroom door for passersby paper, tape, etc.) to read.

Integrity 3rd Grade • Lesson 1

White Lie to Kind Truth This is the first lesson of the Integrity unit. The focus during this lesson is honesty as a building block for integrity. Students will examine common white lies told to “help others” and work to change them into honest, yet gentle statements.

Integrity Sub-Concept(s) Lesson Objective Kindness Students will: Lesson Timeframe 45 minute ● Utilize caring and kindness to develop honest alternatives to deceptive actions. Required Materials ● Demonstrate an understanding of the term “white lie” and explain ❏ “White Lie to Kind Truth” handout how it is a form of dishonesty. (see below)

Standards Map Teacher Connection/Self-Care This lesson aligns with CASEL Competencies, National Health Integrity is defined as acting in a way you know to be right and kind in all Education Standards, and Common situations. As teachers, we are held to a level of integrity that is Core State Standards. Please refer to unprecedented in any other profession. Not only are our reputations built on the Standards Map for more information. our level of professional integrity with what we teach and how we teach it, but we are a physical example of integrity for dozens of students every school year. What promises do you make for your students each year? How do you infuse integrity into how you teach, how you plan, and how you follow through? The teacher connections this unit will focus on simple, yet effective ways to embody integrity from the top down. This week our promise is an overarching promise we all start with at the beginning of the year, but can lose focus on during this time! Promise #1: “I, ______(insert name) will focus on my students.” Let’s be honest. No one chooses teaching for the summer vacation. You are here because of the students. As this semester comes to an end and grades, parent teacher conferences, and staff meetings begin to cloud your vision, take a step back and remind yourself of the first and most important goal you have: your students. How can you start and end each day with this simple statement?

Tips for Diverse Learners

● Divide the class into groups with students of varying abilities. ● Read the white lies aloud before splitting up into groups; explain any confusing concepts for English Language Learners

5-7 minutes

We have spent the first half of our school year learning about respect, caring, and inclusiveness. Let’s take some time to talk about what that looks like in our classroom.

● Caring: How have you cared for others in our classroom? ● Gratitude: How have others shown gratitude to you when you have treated them with kindness? ● Inclusiveness: What is one way you have used inclusiveness to make a new friend?

All of these actions require us to be honest about how we treat others and how they affect us.

Inspire

What is Honesty?

5-7 minutes

Explain that Honesty means being truthful in our words and actions. Telling the truth can be difficult at times. It can be very tempting to tell stories to get out of trouble or avoid consequences when we have done something wrong. However, this is actually a form of dishonesty. Remember: your words have power! Every time you tell the truth, you earn a small amount of trust from others. When people trust us, they can count on us in both little situations and big situations alike. If you get into the habit of always telling the truth with little things, you will find it easier to tell the truth when bigger topics come up! Honesty is the best policy.

Can Lying Be a Good Thing?

10-12 minutes

Have you ever heard the term “white lie”? A white lie is often told when you don’t want to hurt someone’s feelings. Maybe a friend gets a new haircut and you don’t like it. You tell them it looks nice because you don’t want them to feel bad. Although your intentions are to be kind, you are still actually lying! Let’s watch this short video to check in with other children about honesty: https://www.youtube.com/watch?v=vzTltBl99Lw

Note: if you are unable to watch this video, simply skip this part.

After watching the video, guide a discussion using the following questions: ● Have you ever told a white lie to protect someone’s feelings? ● Have you ever told a white lie to avoid getting into trouble? ● What can happen after you tell that first white lie? (You wind up telling more, etc.)

Empower

15-20 minutes

Since our goal is to be kind and caring individuals, we need to work on making sure we are honest with our words, even when we are tempted to tell “white lies”. Explain that students will divide into small groups and work on changing white lies into kind yet honest answers.

● Divide up into groups of 3-5. ● Pass out the “White Lie to Kind Truth” handout to each group. ● Explain that each group will work to rewrite each white lie so that it tells the truth. The goal is to use kind words in an honest way. Although it may be difficult to tell the truth in some of these situations, practicing now can help you to avoid white lies. ● Allow 10 minutes for the groups to rewrite each white lie. ● Reconvene as a class and read each white lie aloud. Have every group share their honest and kind rewrite.

Reflect

3 minutes

Ask the students the following questions to evaluate their understanding about honesty.

● How did it feel to change these white lies into kind truths? ● Which white lie was the hardest to change and why? ● How would it feel to hear a kind truth versus a white lie? ● Have you ever suspected that someone was telling you a white lie so they wouldn’t hurt your feelings? ● How did that affect your ability to trust them?

Remember, honesty means you are telling the whole truth all the time. Sometimes this means we need to use kind truths instead of white lies. Keep practicing when you have opportunities. If you make honesty your policy, people in your life will know they can always count on your words and actions!

Extension Ideas

● Have students repeat “White Lie to Kind Truth” activity with a loved one at home. Read the answers aloud as a class and compare answers! ● Write the word honesty on the board with each letter going down. As a class, brainstorm ways you can show honesty through your community.

RAK Notebook Prompt (See RAK Notebook Project in the Respect unit for more details) ● Draw a small circle inside your book. Write the following white lie in the middle- “I can’t find my work.” ● Add rings around the circle and add additional white lies in each ring. Color each ring a different color using colored pencils. ● Do your white lies seem to grow in complexity? ● What is happening to your ball? ● Answer the following questions below your circles: How can one white lie turns into a major moment of dishonesty?

White Lie to Kind Truth

Situation White Lie Kind Truth

Your friend gets a I really like your haircut! Example: Wow, look at your hair! It’s so different/shorter/longer, haircut. He asks you etc. what you think. You don’t really like it.

You are invited to a My mom won’t let me playdate and can’t come over; sorry. come because you were already invited to someone else’s house. You don’t want to hurt your friend’s feelings.

You got all the answers Don’t feel bad, I didn’t correct on your math do so well myself. test. Your classmate missed some and is sad.

Your mom asks you if I’m all finished mom! you finished your homework. You actually forgot it at school.

Integrity 3rd Grade • Lesson 2

Integrity Obstacle Course This lesson introduces integrity as the next level of honesty. Students will navigate an obstacle course blindfolded while a partner guides them safely to the other side.

Integrity Sub-Concept(s) Lesson Objective Kindness Students will: Lesson Timeframe 45 minutes ● Use integrity to ensure their partner avoids obstacles and reaches their destination safely. Required Materials ● Explain how being honest helps others trust you. ❏ Blindfolds (Can be shirts, scarves, etc.) ❏ The Empty Pot by Demi Teacher Connection/Self-Care

Standards Map As we continue to move through our unit on integrity, let us take some time to This lesson aligns with CASEL focus our attention on the parents our students have. This week’s promise Competencies, National Health reminds us to look at parents in a slightly different light. Promise #2: “I will Education Standards, and Common remember that parents are doing the best the can and are parenting the only Core State Standards. Please refer to way they know how.” As teachers, we receive children from every possible the Standards Map for more information. background, socioeconomic status, and level of preparedness. It is easy to place blame or judgement when a child’s home life appears substandard according to our own personal measures. However, we have a duty to make a positive assumption that parents are doing the best they can. We must respect where they are coming from and use the common ground of education as a bridge to meet them halfway during this joint journey of learning we are on during this school year. Worrying about what you cannot change is unproductive. Show up, be present, and follow through on your words.

Tips for Diverse Learners

● Allow students to hold hands while the guide gives instructions. ● Allow an option to simply walk backwards instead of being blindfolded if students are apprehensive. ● Adjust the difficulty of your obstacle course in between groups as needed.

7 minutes

Play 2 truths and a wish.

Model how to play: one person stands up and thinks of 2 true things about themselves and 1 wish they want to be true. They must tell all three things to the teacher. (This ensures every player is practicing honesty and doesn’t change their answer after others vote!)

The person will then announce the three things about themselves. Write all three things on the board. The rest of the class will vote on which two are true and which one is the wish.

After everyone has voted, the volunteer shares the wish.

Repeat this with 2-3 volunteers.

Ask the class: Were you able to figure out the wish? Why was it difficult to figure out? How did it feel knowing one of the things mentioned wasn’t true?

Inspire

What is Integrity?

5 minutes

Review the concept of honesty from the previous lesson. “When we are honest we tell the truth through our words and actions. Integrity builds on this by adding one special part: we must be honest all the time, even when others aren’t around or paying attention. Integrity is acting in a way you know to be right and kind in all situations. When you show integrity even when others are not around, people know they can trust you no matter what!”

Integrity Read Aloud: The Empty Pot by Demi

7-10 minutes

Link for a read aloud if needed: https://www.youtube.com/watch?v=fvRbPr6MqjI&t=

● After the story, use the following questions to review integrity: o How did this story demonstrate integrity? o What temptation did Ping have when he realized others had grown flowers and he hadn’t? o Why did the emperor choose him to secede as the new ruler? ● Emphasize that Ping showed integrity by doing what is right and kind in all situations. Although he did not understand why his flower did not grow, he was honest with the emperor by showing up with only dirt. His honesty and integrity were rewarded in the end!

Empower

15-20 minutes

Explain that today we will play a game to practice integrity with others. Divide your class into pairs. If there is an extra student, they will pair up with the teacher.

● Set up your classroom by clearing a space for children to cross the room from one side to the other. The larger the open space, the better. ● Have everyone line up on one side of the room. ● One person in each pair will be blindfolded. They must reach the other side of the room without getting hurt, bumping into anything, or peaking through their blindfold. Their partner must give clear instructions, using integrity to ensure that their partner is safe at all times. They are NOT allowed to touch each other unless the teacher gives special permission. ● If desired, place a chair or other item in the middle of the open space to increase difficulty. ● Call up 3-4 pairs at a time to navigate the open space. Once each pair reaches the other side, have them trade roles and work their way back. ● Complete the activity until every player has had a chance to be guided through the open space.

Reflect

5 minutes

This activity required each of us to use integrity by doing what we know is right and kind when we were both the guide and the person blindfolded. We committed to getting our partner safely to the other side. We also committed to not peaking and trusting our partner with our own safety!

Guide a class discussion around the activity and how it relates to integrity using the following questions:

● When you were the guide, did you provide honest directions? ● When you were the person blindfolded, were you able to trust your partner totally? Why or why not?

Integrity is a critical skill to practice both at school and at home. When people can count on you to do what is kind and right in all situations, they trust you no matter what! You are reliable, safe, and trustworthy because you show integrity.

Extension Ideas

● Increase the difficulty level by adding cups on the floor for the pairs to navigate around! ● At home: Play this game as a family outside! If you are a smaller family, invite the neighbors or some friends to come over for a fun afternoon.

RAK Notebook Prompt (See RAK Notebook Project in the Respect unit for more details):

● Write the word INTEGRITY in all caps across the center of your page. Draw a box around it and color it in. ● On all 4 sides of the box, write examples of times where you have either shown integrity or seen someone else show it. ● Think back to the game and The Empty Pot story for ideas!

Integrity 3rd Grade • Lesson 3

Integrity Role Play This lesson focuses on integrity through role-plays. Students will receive scenarios that do not demonstrate integrity and will then work to create a role-play that does.

Integrity Sub-Concept(s) Lesson Objective Kindness Students will: Lesson Timeframe 45 minutes ● Demonstrate integrity through role-plays. ● Explain how being honest helps others trust you. Required Materials ❏ Basic Art Supplies ❏ Scenario Cards handout (see below) Teacher Connection/Self-Care

Standards Map The next promise focuses on how to continue the topic of integrity throughout This lesson aligns with CASEL your day, every day. Promise #3: “I promise to teach from bell to bell.” While 5 Competencies, National Health minutes here and there to grade, lesson plan, or update the newsletter Education Standards, and Common doesn’t seem like a lot, it adds up. You only have these students for a limited Core State Standards. Please refer to time each day and every day is not guaranteed. Life happens; illness, the Standards Map for more information. vacations, transitions, and life struggles all take time away from your time with that student. Five extra minutes daily during guided reading could be just enough to get that struggling reader over the hurdle! Five minutes every day for a week adds up to one more math lesson you could have included, an impromptu field trip outdoors for an alphabet focused nature walk, or even some much needed read aloud time. Every child counts; every minute counts. Use your time wisely to create stronger connections with them.

Tips for Diverse Learners

● Divide the groups into heterogeneous groups so that everyone can participate. ● Assign roles in the group if needed: narrator, artist, silent actors, etc. ● Add more challenging instructions to advanced learners.

3-4 minutes

Play 4 corners.

● Identify each corner by an object nearby or a color. ● The teacher closes her eyes while everyone runs to one of the four corners of the room. ● Call out one of the corners (blue corner, corner near writing center, etc.) while keeping your eyes closed. ● Everyone that is standing in that corner is out and must sit down at their desks. ● Repeat until only one person is left standing.

Did you use integrity throughout this game? Was it tempting to switch corners really quickly when you realized you were out?

Inspire

Showing Integrity at all Times

7-10 minutes

Review the concept of integrity: acting kind and right in all situations. Let’s talk about the times when no one is around. How do you act then? When we are alone and are faced with a choice, it is important to continue to choose integrity, even when others don’t know your decisions. Why though? Because what we do behind closed doors will often trickle over into what we do with others too! Have you ever heard the phrase “practice makes perfect”? When we practice integrity, it will eventually become a habit that we choose automatically, regardless of whether we are alone or with others.

Empower

30 minutes

Today we will work together to change dishonest choices into ones that show integrity.

Divide your class into groups of 4-6 and provide each group with a scenario from the handout below.

● Each group will create a new scenario that shows integrity and develop a short skit to illustrate their idea to the class. ● Allow 15 minutes for groups to create their skits. ● Every group must also include the following 2 items: ○ 1 prop ○ 1 picture (can be hand drawn or taken from somewhere else in the classroom, like inside a book) ● As each group presents, the class can guess the scenario for an added level of difficulty if desired.

Reflect

5-7 minutes

Guide a discussion on integrity and adjustments in what you say and do.

● Did any of the scenarios seem familiar to you? ● Think of a time when you did not show integrity; how did your choice make you feel? ● How can we choose integrity when we have already started to be dishonest?

Extension Ideas

● Have each group brainstorm an additional scenario and trade with another group to continue this activity! ● At Home Extension: Have each student create a personal scenario to present to their family. As a family, they can change the scenario to reflect integrity. The student can bring in a picture or paragraph explaining how their family was able to make changes to show integrity.

RAK Notebook Prompt (See RAK Notebook Project in the Respect unit for more details):

● Think of a time when you struggled to show integrity. Perhaps you snuck a cookie or stayed up a little later than your parents wanted. Write down your choice and then list 2 different choices you could have made that would show integrity! Note: Drawing the answers will work too!

Scenario 1 Scenario 2

You buy a snack at the gas station. The clerk You are taking a math test in class. You do not know accidentally gives you back a $10 bill instead of $1.00. some of the answers. The girl next to you is writing There is a long line and she moves onto the next down the answers quickly because she studied. You customer. You leave the store with the extra money. peek at her paper and copy down several answers.

Scenario 3 Scenario 4

Your teacher hands out electronic tablets for your Your father makes cookies for your birthday. He tells spelling lesson. She reminds the class that you are only you and your siblings not to eat any of the cookies while allowed to use the spelling game. You see a new fun they are cooling. You notice that one of the cookies has math game and decide to just look at it really quick. broken and a piece fell onto the counter. You pick up the piece and eat it and tell the others not to tell.

Scenario 5 Scenario 6

The bus driver has a rule that you cannot switch seats You are working in a small group during writing. Your once you are seated. Your best friend gets on at his group works together to write an amazing story. stop and sits down quickly before he sees you. You However, you don’t help at all and choose to draw on decide to secretly move up two seats at the next stop your paper while they are writing. Your teacher chooses so you two can sit by each other. your group’s story as the best and gives all of you a prize, even though you didn’t do any of the work.

Integrity 3rd Grade • Lesson 4

Persevere to Your Goal! This lesson focuses on perseverance and how it connects to honesty. Students will work to create a personal math goal and identify the steps to reach that goal. Note: Goal setting can take time. You may wish to break this activity up into two separate lessons by ending after the Inspire section.

Integrity Sub-Concept(s) Lesson Objective Perseverance, Kindness Students will: Lesson Timeframe 45 minutes ● Establish a personal goal related to math. ● Use perseverance to accomplish a goal. Required Materials ❏ SMART goal graphic organizer for each student Teacher Connection/Self-Care ❏ Pledge Sheet for each student ❏ Pencils The final promise within your classroom relates back to our first concept this year: Respect. Promise #4: “I promise to show respect to my students at all Standards Map times.” This may seem obvious. Of course we respect our students! If we are This lesson aligns with CASEL to be truly honest with ourselves, we can recognize that there will always be Competencies, National Health some students that are a struggle for us in one way or another. We may have Education Standards, and Common opposite personalities, they may struggle to be in a group setting, there may Core State Standards. Please refer to be behavioral challenges, etc. Regardless of the reason behind it, you must the Standards Map for more information. work to ensure the same level of respect for them as for the rest of the class. Take some time with this week’s promise. Examine exactly HOW you show respect to every student. Do your words and actions both inside and outside the classroom convey respect with regards to every student? When discussing difficult matters related to a student, are you able to do so in an honest, yet respectful and compassionate, manner? Do you continue to advocate for your students even when the level of respect you are giving is not reciprocated by the student and/or family? Integrity starts with you. Say what you mean and mean what you say. Your kind words and actions make all the difference!

Tips for Diverse Learners

● Assign students into pairs and allow them to help each other identify steps. ● Allow students to dictate their steps to a peer or the teacher if writing is a struggle. ● Allow students to draw pictures for each step if needed.

5-7 minutes

Play 20 questions, but adjust the number of questions to equal your class size. Pick one item in the classroom as the focus for this activity (desk, class pet, flag, etc.). Ask each person in the class to ask you a question. Once the class has identified the item, have them shout it out as a group. If you finish the first round quickly, repeat the game again with a more challenging item. If they are unable to identify your item after everyone has asked a question, reveal the correct item.

Ask the class: Were you able to figure out the item? Did asking questions help you? If so, you used perseverance to find out the answers!

Inspire

What is Perseverance?

5 minutes

Explain that perseverance is when we keep trying, even when something is difficult. It means we refuse to give up! Have you ever struggled with something new? Maybe when you learned how to read, write, or play an instrument? All of those skills take practice, because practice makes perfect! Whenever we have to practice something, we are using perseverance. Sometimes new things are very, very hard for us to learn. We might feel like giving up because we will never learn how to do it. When you feel this way, KEEP GOING! You can use perseverance to learn that new skill. Kind words from your friends, help from your parents, or compassion from me as your teacher can all help you keep going. We can all help you to persevere and reach your goals!

Perseverance in Sports

5-7 minutes

Write Perseverance on the board. Ask the class for the name of their favorite sport. Whichever sport is the most popular will be your focus for the activity. Draw a simple symbol to help the entire class understand which sport you are discussing. Ask the following questions to highlight perseverance. Write answers down in simple bullet form on the board:

● How do you play this sport? ● What must you do to become great at this sport? ● What specific things must you practice if you are going to get better?

Learning a new sport can be extremely challenging. Not only do you have to learn and understand the rules, you also have to practice new skills and set goals for getting a little better each day. All of this takes perseverance!

Empower

30 minutes

Today we will make personal goals related to math. We will persevere to accomplish these goals over the next several weeks. As we are brainstorming our goals we will remember the acronym SMART. (Pass out the SMART Goal graphic designer for students to follow along.)

S= Specific. Each of us needs to pick a very specific goal. Let’s think about some goals. “I want to be better at math.” Is that specific? What type of math? This is too vague! “I will memorize all of the 3 multiplication tables in two weeks.” This is very specific!

M= Measurable. We need to be able to measure our goals. How will we know when we are done? If we say, “I want to be better at math,” that doesn’t give us enough information to know if we have accomplished our goal. “I will memorize all of the 3 multiplication tables,” shows exactly what we will be measuring: the 3’s multiplication tables.

A= Attainable. This means you can accomplish this goal by the deadline you assign. “I will memorize all multiplication tables from 1-15 in one week,” is not attainable. It will take more time than that. If that happens, narrow down your goal. “I will memorize the 3’s multiplication tables in one week,” is a goal you might actually be able to accomplish!

R= Realistic and Relevant. “I will fly to the moon next month,” is not realistic. Are you currently an astronaut? Obviously not, so this goal is not realistic. Your goal should also be something you really feel motivated to accomplish. Every person can improve in some area in math. This will be our focus today.

T= Time Sensitive. A SMART goal has a time attached to it. You know exactly when you expect to accomplish your goal because you specify it. “I will memorize the 3’s multiplication tables,” does not tell us when we expect to finish the goal.

Let’s take some time to brainstorm what we are learning in math. (This will depend on your curriculum. Some ideas might be borrowing, multiplication, fractions, etc.).

Write these concepts down on the board. If you have students that are in remedial math, try to add lower level concepts as well so they feel included.

● Look at our list carefully. Which area would you like to get better at? Write that in the box next to the S for specific. ● How long do you think this goal will take? Write the answer in the box next to the M for measurable. ● With hard work and perseverance, will I be able to accomplish this goal in the time allowed? Write your answer in the box next to the A for attainable. If your answer is no, you will need to go back to the top and start over. ● Is your goal realistic and relevant? This is the part of your goal where you write HOW you will reach your goal. Maybe you will use flashcards or practice with a friend, or play a math game on the computer. List all of the steps you will take to get better and better towards reaching your goal. ● How long will it take you to accomplish your goal? We want to pick goals that will take 1-2 weeks. Learning how to read takes years.

However, understanding fractions or learning about even and odd numbers can be accomplished in a shorter time frame. Write the amount of time you will allow yourself in the box next to T for time sensitive. ● After you have filled out your planner, transfer your SMART goal to your pledge sheet.

NOTE: This assignment can be very challenging, even for many adults. Do not harp too much if students end up with a MART goal, a SMAT goal or even an ART goal. Some students are not quite developmentally ready to grasp all five concepts required to create a SMART goal.

Reflect

5 minutes

● Have you ever made a goal for yourself? If so, how did it feel to accomplish it? ● How might we reward ourselves once we accomplish our personal goals? ● What can we do if we are working towards our goal and we realize it was too hard right now?

Perseverance helps us learn new things. Every single person in this room has actually already accomplished a goal! Think back to the beginning of 3rd grade. What seemed confusing or scary back then that you can now do without my help? If we are honest about needing help and use perseverance to reach our goals, anything is possible!

Extension Ideas

● Have the children repeat this process with a personal goal of their choice.

RAK Notebook Prompt (See RAK Notebook Project in the Respect unit for more details):

● Rewrite your goal on an additional pledge sheet and glue it into your notebook. ● List your steps below and add boxes next to them. ● Check off each step to show your progress. ● Use perseverance to stay focused and reach your goal!

S.M.A.R.T. GOAL PLANNER

What exactly do I want SPECIFIC to happen?

MEASUREABLE I will know I have reached my goal when...

ATTAINABLE With perseverance, is it possible to reach this goal by the deadline?

REALISTIC AND My goal is important enough RELEVANT for me to put a plan into action. I will follow this specific plan to reach my goal:

TIME-BOUND I will reach my goal by:

Integrity 3rd Grade • Project 2

Door of Integrity For this project, students will work together to create a door of integrity leading into their classroom. They will take a pledge to do what is right and kind in all situations and work to demonstrate integrity in the classroom every day.

Integrity Sub-Concept(s) Step 1: Perseverance, Kindness Have each student trace an outline of their dominant hand on a piece of construction paper of their choice. Project Timeframe 25-30 minutes Step 2: Each student will cut out their hand and fill it out using the following formula: Required Materials ❏ Different colored construction paper Thumb= First Name ❏ basic art materials Pointer= Last Name ❏ bulletin board materials (letters, Middle= “Shows” butcher paper, tape, etc.) Ring= “Integrity” Pinky= “by”

On the palm of your hand, finish the sentence by identifying one way you have shown integrity.

Example: “Lisa shows integrity by keeping her eyes on her own paper during a test.”

Step 3: Encourage students to personalize their hands using basic art supplies.

Step 4: Set up your door to the classroom. Make sure the definition of Integrity (Doing what is right and kind in all situations) is included in some fashion so passersby can easily read it.

Step 5: Add all of the hands to your Door of Integrity. Don’t forget to make a teacher one as well!

Integrity 3rd Grade • Project 1

Perseverance Treasure Map This project incorporates social studies and the use of a compass to practice perseverance. The task is to use your treasure map to find items that start with every letter in perseverance, documenting where each item was found on their map.

Integrity Sub-Concept(s) Step 1: Perseverance, Kindness Create a map of your classroom. Here is a standard template to get your Project Timeframe juices flowing. You can also use this website to create one. 25-30 minutes http://classroom.4teachers.org

Required Materials ❏ Items beginning with each letter in PERSEVERANCE ❏ Blank Classroom Map for each group ❏ Clue Sheet for each group ❏ compass for each group ❏ Pencils

Step 2:

Provide a copy of your classroom map along with directional clues to help your students find the items. This will be very specific to your classroom.

Example: Clue #1: Starting from the teacher’s desk, take 5 paces North, then 3 paces West. Look under the table. You found it! Draw a picture of what you saw and where you found it on the map provided. Strategically place 1 item for each letter in Perseverance throughout the classroom. Here are some suggestions:

P: paper, picture, pencil, popcorn, plant E (they need to find 4): egg, elephant, eraser, eel, envelope, eleven, eight R (they need to find 2): red, rubber band, rose, ruler, etc. S: stamp, scissors, snake, stapler, six, seven, V: van, video, violin, vacuum, vest, volcano A: apple, airplane, ant, ape, apron N: nest, nine, notebook, noodles, net, needle C: cat, crayons, calculator, cookies

These items can be physical or pictures. Get creative on how you hide them; tape them under tables, tuck them behind books, etc. Keep a list of what you put out and where you placed it so you can help people as needed and verify if they are honest in their answers when they have completed the activity.

Step 3:

Explain the activity. Each group of 3-4 pirates will receive a map of the classroom and a clue sheet. Make sure that each group starts on a different Clue so they aren’t all hunting for the same treasure at the same time. Their mission is to find an item that starts with each of the 12 letters in PERSEVERANCE. Some letters appear 2-4 times. You will need to find a different object for every letter, even if it appears multiple times. When you are all done, you will have 12 different items listed.

The clue sheet will take you to all 12 items. You must use your compass to follow the clues. Explain how to use a compass and what N, S, E, and W stand for. If any of your clues are more complicated and include directions like NNW or SSE, explain that concept as well. Also, explain that paces are medium size steps. You may wish to demonstrate this too.

Persevere until you have found all 12 letters in PERSEVERANCE.

Step 4:

Review how perseverance helped each treasure hunting group find their objects. Were certain items more difficult to find than others? How were you able to use perseverance to complete the activity? Did you ever struggle with honesty when you couldn’t find a certain item?

Extension:

● Want to take your map skills to the next level? Check out this National Geographic sponsored map tool to have your students create their own maps of your classroom! https://www.nationalgeographic.org/activity/mapping-classroom/

3rd Grade

Hello Parents and Guardians,

Welcome to Unit 4 of our Kindness in the Classroom curriculum. For the next 4-6 weeks we will be learning all about INTEGRITY. Since this is 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

Honesty ● Why is honesty the best policy? Talk with your child about the importance of ● What happens when we start to tell always telling the truth, even when it is difficult. little lies? When we get into the habit of telling lies, adults ● How do these lies start to build on start to trust us less and less. each other?

Perseverance ● How do we stick with things, even Practice identifying small goals with your child. when they are difficult for us? List the steps it will take for them to reach that ● How can we use honesty to reach our goal. Celebrate with them when they succeed! goals? Goal setting is a lifelong skill. ● How does cheating hurt us in the long run?

Integrity ● What is the connection between Talk with your child about the importance of honesty and integrity? being honest, even when no one is around. ● How can we do what is right and kind How can we practice integrity at home as well as in every situation? at school?

Key activities we’ll be doing: TRY THIS AT HOME! ● Practice changing white lies to honest truths! ● Participate in an integrity obstacle course! Ask your child about the goal they set in ● Complete honesty role plays! class during this unit. Have them explain ● Set and achieve a personal goal! the steps they established and walk you through the path they plan on taking to If you have any questions about our Kindness in the accomplish their goal. Classroom lessons, please feel free to contact me at anytime. We are on this kindness path together!

Sincerely,

3rd Grade Standards Map

Integrity 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: White Lie to Kind Truth

CASEL NHES Common Core

Self-awareness Standard 1. Understanding English Language Arts Standards Identifying emotions concepts Reading: Foundational Skills Accurate self-perception 1.5.2 - Identify examples of Phonics and Word Recognition: emotional, intellectual, physical, CCSS.ELA-LITERACY.RF.3.3 Self-management and social health. Know and apply grade-level phonics and word analysis skills in Impulse control decoding words. Self-discipline Standard 4. Interpersonal Fluency: communication CCSS.ELA-LITERACY.RF.3.4 Social awareness 4.5.1 - Demonstrate effective Read with sufficient accuracy and fluency to support comprehension. Perspective-taking verbal and nonverbal Respect for others communication skills to enhance Writing health. Text Types and Purposes: Relationship skills CCSS.ELA-LITERACY.W.3.2 Communication Standard 5. Decision-making Write informative/explanatory texts to examine a topic and convey Social engagement 5.5.1 - Identify health-related ideas and information clearly. Relationship-building situations that might require a CCSS.ELA-LITERACY.W.3.3 Teamwork thoughtful decision. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event Responsible Standard 7. Practicing healthy sequences. decision-making behaviors CCSS.ELA-LITERACY.W.3.3.B Identifying problems 7.5.1 - Identify responsible Use dialogue and descriptions of actions, thoughts, and feelings to Analyzing situations personal health behaviors. develop experiences and events or show the response of characters Solving problems to situations. Evaluating Reflecting Speaking & Listening Ethical responsibility Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.3.1.B Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. CCSS.ELA-LITERACY.SL.3.1.D Explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-LITERACY.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas: © The Random Acts of Kindness Foundation. All Rights Reserved. www.randomactsofkindness.org Page 1

CCSS.ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. CCSS.ELA-LITERACY.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Language Conventions of Standard English: CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language: CCSS.ELA-LITERACY.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings. CCSS.ELA-LITERACY.L.3.5.A Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

Lesson 2: Integrity Obstacle Course

CASEL NHES Common Core

Self-management Standard 1. Understanding English Language Arts Standards Impulse control concepts Reading: Literature Self-discipline 1.5.2 - Identify examples of Key Ideas and Details: emotional, intellectual, physical, CCSS.ELA-LITERACY.RL.3.1 Social awareness and social health. Ask and answer questions to demonstrate understanding of a text, Perspective-taking referring explicitly to the text as the basis for the answers. Respect for others Standard 4. Interpersonal CCSS.ELA-LITERACY.RL.3.3 communication Describe characters in a story (e.g., their traits, motivations, or Relationship skills 4.5.1 - Demonstrate effective feelings) and explain how their actions contribute to the sequence of Communication verbal and nonverbal events. Social engagement communication skills to enhance Relationship-building health. Speaking & Listening Teamwork Comprehension and Collaboration: Standard 5. Decision-making CCSS.ELA-LITERACY.SL.3.1 Responsible 5.5.1 - Identify health-related Engage effectively in a range of collaborative discussions decision-making situations that might require a (one-on-one, in groups, and teacher-led) with diverse partners on Analyzing situations thoughtful decision. grade 3 topics and texts, building on others' ideas and expressing Evaluating their own clearly. Reflecting Standard 7. Practicing healthy CCSS.ELA-LITERACY.SL.3.1.B Ethical responsibility behaviors Follow agreed-upon rules for discussions (e.g., gaining the floor in 7.5.1 - Identify responsible respectful ways, listening to others with care, speaking one at a time personal health behaviors. about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. CCSS.ELA-LITERACY.SL.3.1.D Explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-LITERACY.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Language Conventions of Standard English: CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language: CCSS.ELA-LITERACY.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

Lesson 3: Integrity Role Play

CASEL NHES Common Core

Self-management Standard 1. Understanding English Language Arts Standards Impulse control concepts Reading: Foundational Skills Self-discipline 1.5.2 - Identify examples of Phonics and Word Recognition: Self-motivation emotional, intellectual, physical, CCSS.ELA-LITERACY.RF.3.3 and social health. Know and apply grade-level phonics and word analysis skills in Social awareness decoding words. Perspective-taking Standard 4. Interpersonal Fluency: Respect for others communication CCSS.ELA-LITERACY.RF.3.4 4.5.1 - Demonstrate effective Read with sufficient accuracy and fluency to support comprehension. Relationship skills verbal and nonverbal Communication communication skills to enhance Speaking & Listening Social engagement health. Comprehension and Collaboration: Relationship-building CCSS.ELA-LITERACY.SL.3.1 Teamwork Standard 5. Decision-making Engage effectively in a range of collaborative discussions 5.5.1 - Identify health-related (one-on-one, in groups, and teacher-led) with diverse partners on Responsible situations that might require a grade 3 topics and texts, building on others' ideas and expressing decision-making thoughtful decision. their own clearly. Identifying problems CCSS.ELA-LITERACY.SL.3.1.B Analyzing situations Standard 7. Practicing healthy Follow agreed-upon rules for discussions (e.g., gaining the floor in Solving problems behaviors respectful ways, listening to others with care, speaking one at a time Evaluating 7.5.1 - Identify responsible about the topics and texts under discussion). Reflecting personal health behaviors. CCSS.ELA-LITERACY.SL.3.1.C Ethical responsibility Ask questions to check understanding of information presented, stay Standard 8. Advocating on topic, and link their comments to the remarks of others. 8.5.2 - Encourage others to make CCSS.ELA-LITERACY.SL.3.1.D positive health choices. Explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-LITERACY.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. CCSS.ELA-LITERACY.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Lesson 4: Persevere to Your Goal!

CASEL NHES Common Core

Self-management Standard 1. Understanding English Language Arts Standards Self-discipline concepts Reading: Foundational Skills Self-motivation 1.5.2 - Identify examples of Phonics and Word Recognition: Goal-setting emotional, intellectual, physical, CCSS.ELA-LITERACY.RF.3.3 Organizational skills and social health. Know and apply grade-level phonics and word analysis skills in decoding words. Social awareness Standard 4. Interpersonal Fluency: Perspective-taking communication CCSS.ELA-LITERACY.RF.3.4 4.5.1 - Demonstrate effective Read with sufficient accuracy and fluency to support comprehension. Responsible verbal and nonverbal decision-making communication skills to enhance Writing Identifying problems health. Text Types and Purposes: Analyzing situations CCSS.ELA-LITERACY.W.3.2 Solving problems Standard 5. Decision-making Write informative/explanatory texts to examine a topic and convey Evaluating 5.5.1 - Identify health-related ideas and information clearly. Reflecting situations that might require a thoughtful decision. Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.3.1.B Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. CCSS.ELA-LITERACY.SL.3.1.D Explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-LITERACY.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.