1St Grade Unit Introduction Kindness in the Classroom Lessons Teach

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!

Unit Lessons

Lesson Title Lesson Objectives Materials Required

Lesson 1 ● Explain the difference between responsible ❏ Copies of the Organized desk picture (will Clean Sweep and irresponsible actions. vary by classroom- taken by teacher) ● Practice activities in the classroom that ❏ Mrs. McBloom, Clean Up Your Classroom! require responsibility to one’s self. By Kelly DiPuchio

Lesson 2 ● Understand how their actions have ❏ Sandwich ingredients- sliced bread, A Sandwich of consequences and affect others, even if cheese, roast beef, lettuce Responsibility they do not see it immediately ❏ Sandwich of Responsibility Worksheet ● Demonstrate the importance of following (see Lesson) through on one’s responsibilities.

Lesson 3 ● Identify ways children can be responsible ❏ Basic Art Supplies Environmentally for the environment through personal ❏ Blank paper Responsible Charades actions ❏ Scenario Cards (see Lesson) ● Explore ways to be responsible using charades.

Lesson 4 ● Identify ways children can be respond with ❏ Basic Art Supplies Kindness Koupons! kindness towards others in a variety of ❏ Coupon Book template (see Lesson) situations ● Practice acts of kindness at home

Unit Projects

Project Title Project Overview Materials Required

Project 1 Students will practice responsibility and ❏ Class Cash (see Lesson) Class Cash self-discipline through the establishment of a ❏ Prizes (will vary) classroom store based on responsible actions ❏ Envelopes in school each day. Project 2 Students will be responsible for starting and ❏ Large Cardboard box for each Recycle Responsibly tracking an aluminum can recycling participating class competition across the grades. ❏ 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) Lesson Objective Responsibility, Self-discipline, Kindness Students will:

Lesson Timeframe ● Explain the difference between responsible and irresponsible actions. 45 minutes ● Practice activities in the classroom that require responsibility to one’s self. Required Materials ❏ Copies of the Organized desk picture (will vary by classroom-taken by Teacher Connection/Self-Care teacher) ❏ Mrs. McBloom, Clean Up Your As a teacher you are responsible for the safety and education of dozens of Classroom! By Kelly DiPuchio 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 Standards Map goes much further than this. Mapping out a unit based on the number of This lesson aligns with CASEL in-class days coupled with allotted time constraints can completely change Competencies, National Health the original lesson. Often times our planning gets shorter and shorter the Education Standards, and Common longer we have been teaching. However, each year we receive a completely Core State Standards. Please refer to new set of students. This week, set aside some extra time to evaluate your the Standards Map for more information. 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.

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?

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.

Responsibility 1st Grade • Lesson 2

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) Lesson Objective Responsibility, Self-Discipline, Kindness Students will: Lesson Timeframe 45 minutes ● Understand how their actions have consequences and affect others even if they do not see it immediately Required Materials ● Demonstrate the importance of following through on one’s ❏ Sandwich ingredients: sliced bread, responsibilities cheese, roast beef, lettuce ❏ Sandwich of Responsibility Worksheet Teacher Connection/Self-Care

Standards Map Responsibility is defined as being reliable to do the things that are expected This lesson aligns with CASEL and required of you. Often times, we tend to focus on the tasks that affect us Competencies, National Health personally. I pay my mortgage so I have a place to live. I take care of my body Education Standards, and Common so I will be healthy. This week, focus on the actions you carry through that can Core State Standards. Please refer to and do have an immediate effect on others. What responsibilities do you have the Standards Map for more information. 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!

Responsibility 1st Grade • Lesson 3

Environmentally Responsible Charades This lesson focuses on our responsible actions towards the environment through a charades game.

Kindness Concept(s) Lesson Objective Concept, Concept, Concept Students will: Lesson Timeframe 45 minutes ● Identify ways children can be responsible for the environment through personal actions. Required Materials ● Explore ways to be responsible using charades. ❏ Basic Art Supplies ❏ Blank paper ❏ Scenario Cards Teacher Connection/Self-Care

Standards Map Every person on earth has a personal carbon footprint that they leave as they This lesson aligns with CASEL experience the world. You are responsible for your effect on the environment. Competencies, National Health The best way to truly accept this is to evaluate this effect. How much water do Education Standards, and Common you use each day? Are you conscious about the electricity usage in your Core State Standards. Please refer to home? Are you part of a recycling or composting program? Most of us are the Standards Map for more information. 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.

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!

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 Picking Up Trash Pets rely on us to keep them fed, clean, and healthy. 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 Closing the Door when brushing your teeth When you leave the door open, heat leaves and your You can save over 10 gallons of water by turning it off! furnace has to work harder to keep your house warm.

Planting a Tree Riding the Bus Trees give us oxygen. If you plant a tree, When we use public transportation we use fewer cars you are giving others a chance for nice, clean air! overall. Fewer cars means less pollution and happier trees and animals.

Responsibility 1st Grade • Lesson 4

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) Lesson Objective Responsibility, Kindness, Self-discipline Students will: Lesson Timeframe 45 minutes ● Identify ways children can be respond with kindness towards others in a variety of situations. Required Materials ● Practice acts of kindness at home. ❏ Basic Art Supplies ❏ Coupon Book template Teacher Connection/Self-Care Standards Map This lesson aligns with CASEL It is no coincidence that the first half of the word responsibility is the word Competencies, National Health response. We are responsible for how we respond to others. Although it can Education Standards, and Common be a struggle, responding in kindness is a true gift that we can offer to those Core State Standards. Please refer to around us. The beauty of this response is that it is completely free for both the Standards Map for more information. 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.

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) NOTE: This project requires prizes of varying value, so planning ahead is Responsibility, Kindness important. Some ideas for prizes might be candy, pencils, erasers, small toys, homework pass, dress down day, etc. Price each prize accordingly. You will Project Timeframe need prizes that can be purchased with only one class dollar, all the way to 20 25-30 minutes class dollars.

Required Materials Step 1: ❏ Class Cash ❏ Prizes (will vary) As a class, identify 5-10 responsible actions that your class is working on. ❏ Envelopes 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 Create a list of school and home responsibilities for your actions? with your child. Emphasize how their ● How do you accept responsibility for responsibilities actually help their class. What are what you say and what you do? they responsible for at home? Explore that as well!

Respond Kindly ● How do we respond to others? Discuss the importance of responding kindly to ● How can we use kindness to respond others, even during difficult situations. in a kind way, no matter what? If possible, identify some tough scenarios and ● Why is being kind such an important practice responding kindly. responsibility?

Self-Discipline ● What is self-discipline? Talk with your child about what self-discipline ● How do we use self control in our looks like in their class. How do we sit in our classroom? chairs/at the table? How do we answer a ● What might happen if we didn’t stay in question? How do we move through the control of ourselves? building? Emphasize kind, safe actions at all times.

Key activities we’ll be doing: TRY THIS AT HOME! ● Organize personal space at school! ● Explore community based responsibility! Ask your child how they organized their ● Act out environmentally responsible actions! space in their classroom. Work with them ● Create Kindness coupons! to organize their room/part of the room. Once completed, take a picture to remind If you have any questions about our Kindness in the them what it looks like when they are Classroom lessons, please feel free to contact me at being responsible for their home space. anytime. We are on this kindness path together!

Sincerely,

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 Standard 1. Understanding English Language Arts Standards Self-efficacy concepts Reading: Literature 1.2.1 - Identify that healthy Key Ideas and Details: Self-management behaviors impact personal health. CCSS.ELA-LITERACY.RL.1.1 Impulse control Ask and answer questions about key details in a text. Self-discipline Standard 7. Practicing healthy Craft and Structure: Self-motivation behaviors CCSS.ELA-LITERACY.RL.1.4 Organizational skills 7.2.1 - Demonstrate healthy Identify words and phrases in stories or poems that suggest feelings practices and behaviors to or appeal to the senses. Social awareness maintain or improve personal Perspective-taking health. Speaking & Listening Respect for others Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.1.1 Responsible Participate in collaborative conversations with diverse partners about decision-making grade 1 topics and texts with peers and adults in small and larger Identifying problems groups. Analyzing situations CCSS.ELA-LITERACY.SL.1.1.A Solving problems Follow agreed-upon rules for discussions (e.g., listening to others with Evaluating care, speaking one at a time about the topics and texts under Reflecting discussion). Ethical responsibility 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).

Lesson 2: A Sandwich of Responsibility

CASEL NHES Common Core

Self-awareness Standard 1. Understanding English Language Arts Standards Self-efficacy concepts Speaking & Listening 1.2.1 - Identify that healthy Comprehension and Collaboration: Self-management behaviors impact personal health. CCSS.ELA-LITERACY.SL.1.1 Impulse control Participate in collaborative conversations with diverse partners about Self-discipline Standard 7. Practicing healthy grade 1 topics and texts with peers and adults in small and larger Self-motivation behaviors groups. Organizational skills 7.2.1 - Demonstrate healthy CCSS.ELA-LITERACY.SL.1.1.A practices and behaviors to Follow agreed-upon rules for discussions (e.g., listening to others with Social awareness maintain or improve personal care, speaking one at a time about the topics and texts under Perspective-taking health. discussion). Respect for others CCSS.ELA-LITERACY.SL.1.1.B Build on others' talk in conversations by responding to the comments Relationship skills of others through multiple exchanges. Communication CCSS.ELA-LITERACY.SL.1.1.C Teamwork Ask questions to clear up any confusion about the topics and texts under discussion. Responsible CCSS.ELA-LITERACY.SL.1.2 decision-making Ask and answer questions about key details in a text read aloud or Identifying problems information presented orally or through other media. Analyzing situations CCSS.ELA-LITERACY.SL.1.3 Solving problems Ask and answer questions about what a speaker says in order to Evaluating gather additional information or clarify something that is not Reflecting understood. Ethical responsibility 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 Standard 1. Understanding English Language Arts Standards Recognizing strengths concepts Reading: Literature Self-confidence 1.2.1 - Identify that healthy Key Ideas and Details: behaviors impact personal health. CCSS.ELA-LITERACY.RL.1.1 Self-management Ask and answer questions about key details in a text. Impulse control Standard 5. Decision-making CCSS.ELA-LITERACY.RL.1.3 Self-discipline 5.2.1 - Identify situations when a Describe characters, settings, and major events in a story, using key Self-motivation health-related decision is details Goal-setting needed. Craft and Structure: CCSS.ELA-LITERACY.RL.1.4 Social awareness Standard 7. Practicing healthy Identify words and phrases in stories or poems that suggest feelings or Perspective-taking behaviors appeal to the senses. Respect for others 7.2.1 - Demonstrate healthy Integration of Knowledge and Ideas: practices and behaviors to CCSS.ELA-LITERACY.RL.1.7 Relationship skills maintain or improve personal Use illustrations and details in a story to describe its characters, setting, Communication health. or events. Social engagement Teamwork Standard 8. Advocating Reading: Informational Text 8.2.2 - Encourage peers to make Range of Reading and Level of Text Complexity: Responsible positive health choices. CCSS.ELA-LITERACY.RI.1.10 decision-making With prompting and support, read informational texts appropriately Identifying problems complex for grade 1. Analyzing situations Solving problems Reading: Foundational Skills Evaluating Print Concepts: Reflecting CCSS.ELA-LITERACY.RF.1.1 Ethical responsibility 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 Standard 1. Understanding English Language Arts Standards Recognizing strengths concepts Writing Self-efficacy 1.2.1 - Identify that healthy Production and Distribution of Writing: behaviors impact personal health. CCSS.ELA-LITERACY.W.1.5 Self-management With guidance and support from adults, focus on a topic, respond to Impulse control Standard 2. Analyzing questions and suggestions from peers, and add details to strengthen Self-discipline influences writing as needed. 2.2.1 - Identify how the family Research to Build and Present Knowledge: Social awareness influences personal health CCSS.ELA-LITERACY.W.1.8 Perspective-taking practices and behaviors. With guidance and support from adults, recall information from Respect for others experiences or gather information from provided sources to answer a Standard 7. Practicing healthy question. Relationship skills behaviors Communication 7.2.1 - Demonstrate healthy Speaking & Listening Social engagement practices and behaviors to Comprehension and Collaboration: maintain or improve personal CCSS.ELA-LITERACY.SL.1.1 Responsible health. Participate in collaborative conversations with diverse partners about decision-making grade 1 topics and texts with peers and adults in small and larger Identifying problems groups. Analyzing situations CCSS.ELA-LITERACY.SL.1.1.A Solving problems Follow agreed-upon rules for discussions (e.g., listening to others with Evaluating care, speaking one at a time about the topics and texts under Reflecting discussion). Ethical responsibility 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.