6Th Grade Unit Introduction Kindness in the Classroom Lessons Teach

6th Grade Unit Introduction

Sub-Concepts Covered: Vulnerability, Humility, 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.

You have arrived at the 6th and final concept of the year! As you wrap up sixth grade and prepare to send your students out into the world for a much deserved break, your class will explore the concept of courage and how it connects to humility, vulnerability and ultimately kindness. For many students this will be a completely foreign or unexpected connection. Our society does not present these concepts together as a cohesive unit. However, if one wants to truly live with kindness at the center of their core, they will need courage to do so!

Unit Objective

Students will: ● Gain a deeper understanding of the kindness and courage required to embrace humility in a variety of situations. ● Examine what courage looks like within their own lives and how to incorporate a variety of courageous moments moving forward. ● Draw connections between vulnerability and courage.

Student Introduction

Courage- we often think of this word and relate it to strength and honor. However, it takes courage to be kind, even in the face of hatred. It takes courage to build others up without looking for any reward on your part. It takes courage to admit areas that might need attention, and be willing to work on them. Vulnerability and humility are often touted as detrimental traits. This unit will challenge that thinking! This unit will challenge that thinking! We will focus on the following: ● The Courage to Be Kind ● Embrace Humility ● Vulnerability as a sign of Courage

Unit Lessons

Main Lesson Title Weekly Objectives Main Lesson Materials Mini Lessons

Lesson 1 ● Explore the connection ❏ Projector or SmartBoard to Small Group-Courage to Me Have You Ever? between courage and show pictures to class (can vulnerability. also print them out if utilizing Partner- Celebrate Courageous ● Examine what courage looks technology is not possible) Moments like within their own lives and how to incorporate a variety of Individual- Overcoming Fears courageous moments moving forward. Technology Focus- Cyberbullying Red Flags

Lesson 2 ● Practice using courage to ❏ Index cards Small Group- In the Middle One of a Kind embrace differences among ❏ 3-5 Ink pads peers. ❏ Writing utensils Partner- Did You Know? ● Apply courageousness to a ❏ 3-5 Magnifying glasses variety of situations in group (optional) Individual- This is Me! and individual settings. Technology Focus- Online Vulnerability T-Chart

Lesson 3 ● Gain a deeper understanding ❏ Poster board Small Group- Humble Acts Class Humility of the kindness and courage ❏ Sharpies required to embrace humility in Partner- Humility Bingo a variety of situations. ● Practice using courage and Individual- Humble Observations humility at school and at home. Technology Focus- Humble Challenge

Lesson 4 ● Explore the connection ❏ Index Cards Small Group- Kindness Attributes Build Me Up! between courage and ❏ Pencils kindness. Partner- Kindness Contract ● Practice using courage and kindness at school and at Individual- Self-Talk Cards home. Technology Focus- Words Have Power

Unit Project

Project Title Project Overview Materials Required

Random Acts of In groups, students will work ❏ Basic art supplies Kindness Photo together to complete random acts ❏ Poster boards for each group Collage of kindness via a scavenger hunt, ❏ Magazines documenting their adventures in a ❏ 1 smartphone or camera for each group (optional; you can use photo collage. Twist- no faces magazines to illustrate RAKs if there are media restrictions) allowed! ❏ Tape/Tacks to hang finished photo collages

6th Grade • Week 1 Courage Sub-Concepts Vulnerability, Kindness

Courage This is the first week of our Courage unit. Students will focus on courage and how it connects to the sub-concept of vulnerability when we take risks.

Begin the unit with the whole class lesson and then aim to complete at least two of the mini lessons with your students throughout the week. Each mini lesson is designed to present elements of the main lesson in new and engaging ways.

Main Lesson

Whole Class Lesson Have You Ever? 30 minutes Students will be introduced to the concepts of courage and vulnerability and explore how their past acts of courage also included a level of vulnerability. (See page 2 for lesson details.)

Mini Lessons

For Small Groups Courage To Me 15 minutes Divide the class into groups of 4-6. Have each student bring in something that represents courage to them personally. Each student will share what they brought and explain why they chose it.

For Partners Celebrate Courageous Moments 15 minutes Divide into pairs. What is the most courageous thing you've ever done? Share one courageous moment with your partner! Why was it so hard? How did you press through?

For Individuals Overcoming Fears 15 minutes Choose something that scares you...what’s the first step towards overcoming it? Write your fearless goal on one side of an index card and the first step towards overcoming it on the back. Read it aloud daily this week!

Technology-Focused Cyberbullying Red Flags 15 minutes Explain the concept of cyberbullying to the class and how it takes courage to stand up to bullies, even in an online setting. Divide the class into pairs and have them identify 5-10 red flags that indicate cyberbullying might be occurring. Share the lists with the group as time allows. Brainstorm ways to combat cyberbullying when it’s suspected. (Stop, block, report to an adult, etc.)

6th Grade Whole Group Lesson

Have You Ever? Students will be introduced to the concepts of courage and vulnerability and explore how their past acts of courage also included a level of vulnerability.

Lesson Timeframe Lesson Objective 30 minutes Students will: Required Materials ❏ Projector or SmartBoard to show ● Explore the connection between courage and vulnerability. pictures to class (can also print them ● Examine what courage looks like within their own lives and how to out if utilizing technology is not incorporate a variety of courageous moments moving forward. possible)

Standards Map Teacher Connection/Self-Care This lesson aligns with CASEL Competencies, National Health Welcome to the Courage Unit, the last unit of the year! Great job working Education Standards, International through this curriculum with your students! Think about everything they have Society for Technology in Education learned and all of the ways you have seen them demonstrate respect, caring, Standards, when applicable, and inclusiveness, integrity, and responsibility throughout the year. Now you get to Common Core State Standards. Please show them what courage and kindness look like. What a powerful refer to the Standards Map for more combination! We might not naturally think about courage and kindness information. together, but in reality, kindness is the ultimate form of courage. It is the courage to be kind to ourselves and to others (especially if we don’t feel like it). Do you need a shot of courage at this point in the year? Is it getting harder to be kind and patient?

Do you have added pressure to get everything finished by year’s end? Would it be easier to simply coast through May and into June? Maybe. But, be strong and have courage; you will make it and so will your students. Walk bravely into the final weeks; pour an extra measure of kindness out to your students, especially the ones who have really hung in there all year long. They need your strength now more than ever. Be extra kind to yourself, too. You made it. You are doing it. Another year is nearly in the books and you are so much better for it. Think about all you have done, learned, and experienced. Take note of how it has changed your teaching approaches and mindset. How are you a better teacher today than you were at the start of the year? There is no one more courageous in your classroom than you. Embrace it and move bravely, kindly onward!

3-4 minutes

We have arrived at our final unit of the year, Courage! What comes to mind when you think of this word? (Invite student responses.)

Inspire

4-6 minutes

We often think of courage in terms of strength, bravery, and fearlessness. Being brave and standing up for what you believe in definitely shows courage. But there are other ways we can be courageous. Courage is being willing to try new things, to stand up for yourself and for others, and to do the right thing even if others pressure you to do the wrong thing. Sometimes this also means we must be the “odd man out”, allowing ourselves to be vulnerable by being different.

Vulnerability is showing the world as who you are and trying something even if the outcome is uncertain. This means that you are willing to take the risk that others might react negatively based on your decisions, but that you are courageous enough to stick to your choice regardless.

Think about a time when you tried something new or were the first person in the group to volunteer before you knew all the details. How did that make you feel? You allowed yourself to be vulnerable. Most courageous acts require a certain level of vulnerability.

Empower

15 minutes

“Have You Ever?” is the name of a game we are about to play in an effort to explore the variety of ways courage and vulnerability have been experienced by each person in the class.

Directions:

● Explain that you will share a series of pictures depicting different examples of courage and vulnerability. If the student has experienced the scenario pictured, they will stand up. If they have not, they will sit down. ● Have students sit back down between each picture. ● Repeat until you have gone through all the pictures. ● Guide a discussion about the different types of courage and levels of vulnerability needed to complete each activity pictured. Example: Climbing a mountain can be very scary because you are vulnerable to the dangers present in the rocky terrain. Speaking in front of a large group of people can also be very scary because you are vulnerable to possible negative reactions from the audience. Both situations require courage and vulnerability, but in very different ways!

Reflect

5-7 minutes

As a class, review the different ways we can show courage in our daily lives. Emphasize the importance of vulnerability as a sub-concept or “partner” with courage. Whether you are the first to try something, a volunteer for something unknown, or the person to stand up for injustice, you allow yourself to be vulnerable. Celebrate this! Without vulnerability, true courage would be impossible!

This week challenge yourself to step out of your comfort zone in one area of your life. Take a risk, and use courage to make yourself a little vulnerable when you stand up for something, try something new, or volunteer in a new area. Each act of courage empowers you to move forward and continue overcoming fears and challenging injustice.

Climbed a Mountain?

Broken Up a Fight?

Tried an exotic or unknown food?

Spoke in front of a large group of people (25+)?

Tried out for a new sport?

Competed in an academic competition like the science fair or 4-H?

Stood up to a bully?

Introduced yourself to a new student at school?

6th Grade • Week 2 Courage Sub-Concepts Vulnerability, Kindness

Courage This is the first week of our Courage unit. Students will focus on courage and how it relates to being a unique individual among peers.

Main Lesson

Whole Class Lesson One of a Kind 30 minutes Students will examine how their unique identity is a gift and explore how to use courage to embrace their uniqueness. (See page 2 for lesson details.)

Mini Lessons

For Small Groups In the Middle 15 minutes Divide the class into groups of 6-8. Within each group provide a small ball (or anything to hold on to, such as a talking stick). Each person will share a struggle they have had in the past, a strength they have, and a favorite talent they have that others might not know of. Start with the teacher to reduce anxiety. After each person talks they pass the ball to the person on their left.

For Partners Did You Know? 15 minutes With your partner, share something about yourself that most people don’t know about you. After all pairs have had a chance to share, invite them to share what they learned about their partner with another pair.

For Individuals This is Me! 15 minutes Create a thought cloud using words that describe you. Make sure you include all aspects: strengths, passions, struggles, favorites, etc. Remember it takes a certain level of vulnerability to really be courageous! See below for a sample thought cloud handout.

Technology-Focused Online Vulnerability T-Chart 15 minutes As a class, create a T-chart illustrating vulnerability on the internet. Identify 3-5 common misconceptions on the left side of the chart (for example, everyone is who they say they are, texts from my friend are always written by them, I can delete something and it goes away forever, etc.). On the right side of the chart, discuss the reality associated with each misconception: anything you post is there forever, etc. Note: you may wish to model an example to get the class started. This is a fairly new concept for many 6th graders.

6th Grade Whole Group Lesson

One of a Kind Students will examine how their unique identity is a gift and explore how to use courage to embrace their uniqueness.

Lesson Timeframe Lesson Objective 30 minutes Students will: Required Materials ❏ Index cards ● Practice using courage to embrace differences among peers. ❏ 3-5 Ink pads ● Apply courageousness to a variety of situations in group and ❏ Writing utensils individual settings. ❏ 3-5 Magnifying glasses (optional)

Standards Map Teacher Connection/Self-Care This lesson aligns with CASEL Competencies, National Health Take some time to reflect on your most courageous acts this year. Remember Education Standards, International that courage includes kindness, vulnerability, leadership, and standing up for Society for Technology in Education what you believe in. Was there something you fought for this year? Did you try Standards, when applicable, and a new teaching strategy that really worked? Did you try something that failed Common Core State Standards. Please miserably that you had to own and learn from? What was something really refer to the Standards Map for more kind you did for yourself this year? If you struggle to think of a courageous act, information. it isn’t too late! Start today! Infuse courage into your next hour. Do something intentional and kind for yourself. Make a request of your principal for something you need next year. Bring up that strategy or idea or concern to your PLC group that you have been meaning to discuss all year. It isn’t too late to be courageous; make today the day!

4-6 minutes

Think about one positive thing that separates you from others in our class; maybe it’s your family’s background or culture, a hobby you enjoy, or even a talent you have. (Ask for several volunteers to share.)

Inspire

4-6 minutes

Last week we introduced the concept of courage and the idea that vulnerability plays into our ability to act courageous in a variety of settings. This week we will apply both of these concepts as we explore what makes each of us unique. Each of us is unique and different in our own way and that is the beauty of us as individuals! None of us are the same.

Empower

15 minutes

Explain that the class will now complete a science-based activity to illustrate and celebrate differences among all of us in class.

Students will use ink to create a personalized “I am unique!” card.

Using index cards, have each student complete the following:

● Fold the card in half. ● On the outside cover of the card, write the phrase, “I am unique!” ● On the back of the outside of the card, have them write one personal attribute about themselves relating to kindness. ● On the inside of the card, have them use ink to place a fingerprint of their right thumb. Allow 1-2 minutes for the fingerprint to dry. ● If time allows, collect the cards and place them on a table, with the fingerprints exposed. Allow students time to examine the fingerprints using magnifying glasses without seeing the back of each card.

Reflect

5-7 minutes

As a class, discuss the unique fingerprint each person has; no two people have the same fingerprint, not even twins!

How can you embrace your differences and special qualities? How does it take courage to be YOU all the time, even if others don’t understand you?

Our fingerprints are only the beginning of what makes each of us unique. Right now fitting in and trying NOT to stand out can be extremely tempting. However, it takes courage to make sure that you stay true to you even when you are trying to find common ground with your friends.

6th Grade • Week 3 Courage Sub-Concepts Humility, Vulnerability, Kindness

Courage This is the third week of our Courage unit. Students will focus on courage and how to use it to show humility in situations that often inspire pride and arrogance.

Main Lesson

Whole Class Lesson Class Humility 30 minutes Students will work together to examine 15 humble statements and select 3 to focus on as a class. (See page 2 for lesson details.)

Mini Lessons

For Small Groups Humble Acts 15 minutes Divide the class into groups of 6-8 and provide them each with a different scenario (see below for handout). Students must create a role-play illustrating a humble response to a challenging situation. Have each group present their role-play to the class as time allows.

For Partners Humility Bingo 15 minutes Divide up the class into pairs. Give each pair a piece of blank paper and have them create a 9-block bingo card. Each square must have one kind example of humility in it. The middle square is a free spot! Have each pair share their card aloud. How many similarities are there among other pairs?

For Individuals Humble Observations 15 minutes Write a paragraph illustrating at least one example of humility you have observed within your community in the past month. Examples include building others up, service work, and kindness in the face of anger. Make sure to explain not only what you observed, but the reactions of those around them.

Technology-Focused Humble Challenge 15 minutes Create a mock “post” sharing an accomplishment of yours with your friends/family. How can you remain humble in your post while sharing your good news?

6th Grade Whole Group Lesson

Class Humility Students will work together to examine 15 humble statements and select 3 to focus on as a class.

Lesson Timeframe Lesson Objective 30 minutes Students will: Required Materials ❏ Poster board ● Gain a deeper understanding of the kindness and courage required ❏ Sharpies to embrace humility in a variety of situations. ● Practice using courage and humility at school and at home. Standards Map This lesson aligns with CASEL Competencies, National Health Teacher Connection/Self-Care Education Standards, International Society for Technology in Education Sometimes there is a misconception that teachers must be experts in all Standards, when applicable, and things. Do you feel pressure to never make a mistake, to always have the Common Core State Standards. Please answers, to be “in control” at all times? If so, forget all that. Right now. Just refer to the Standards Map for more toss it. You don’t have to be all things to all people; you can’t be. It actually information. takes more courage to admit when we don’t know it all, when we aren’t in total control, and when we need help. Remember that you are human and that your job as a teacher is actually to lead, inspire, facilitate, ignite, and serve. Today, think about how you lead and have lead this entire year through service: service to your students, to the school, to your colleagues, and to yourself. There are few things more courageous than that.

3-4 minutes

So far we have explored the concept of courage and how it connects with vulnerability. This week we will introduce the concept of humility and how it takes courage to be humble within our lives.

What does the word humble mean to you? (Invite student responses.) What does the term humility make you think of? (Invite student responses.)

Inspire

4-6 minutes

People often attribute the concept of humility in a negative light, connecting it to the word humiliation. An example of this might be, “I was humiliated when my parents forced me to wear that ugly outfit in public!” However, humility as it relates to the act of being humble is actually an extremely positive and kind character trait that requires a great deal of courage to embrace.

Humility is when we are modest about our abilities and are willing to put the good of others before our own desires.

What does this look like? Think about a time when you scored really high on a test or won an award or important game: how did you react? If you react with humility, you focus on the action and the work it took to achieve your goal, rather than how you did in comparison to others. It can be very tempting to become prideful in your accomplishments: look at me, look how good I am! However, it takes courage to allow the spotlight to be on your team as a whole or to remind others that you achieved your goal through hard work and perseverance.

Empower

15 minutes

Explain that the class will now review frequently used statements connected to humility and create a classroom specific list of 3 topics that we will focus on throughout the year to increase our humility. The goal of this activity is to examine some tough concepts and emphasize the courage it takes to embrace humility, even when it is not an easy choice.

Step 1: Read the following 10 statements aloud. If possible, pass out a copy of this checklist or project it on the board for everyone to follow along. Take time to explain each one and explore it as a class.

1. Speak as little as possible about yourself. 2. Keep busy with your own affairs and not those of others. 3. Highlight accomplishments rather than personal attributes. 4. Do not interfere in the affairs of others. 5. Accept small irritations with good humor. 6. Do not dwell on the faults of others. 7. Be courteous and delicate even when provoked by someone. 8. Do not seek to be overly admired and loved. 9. Give in sometimes in discussions even when you are right. 10. Choose always the more difficult task.

Step 2: After reading and discussing each point, vote on which three you would like to focus on as a class for the remainder of the year.

Step 3: Using poster board, write the 3 statements out and post it on the door for each student to read as they enter your classroom!

Reflect

5-7 minutes

Guide the class in a discussion about humility.

● What makes this concept so difficult? ● How does it take courage to redirect the spotlight off of you and onto others? ● How does it take courage to allow others to shine when you are tempted to step in and take over?

If this concept feels extremely difficult, you are right! Many, many adults struggle with this concept and you may even encounter others in your life that place little if any positive value on this trait. However, being humble and kind rather than prideful and arrogant can help those around you feel better about themselves and increase the overall mood of your group, school, and even

community! This week, use courage to practice humility in at least one situation. It might be difficult at first, but practice makes perfect.

Humble Acts Lesson Scenarios

Your team won the state You got a 100% on the end of year championship. You scored the math test. Most of the class failed winning goal. Everyone is the test. People start calling you a congratulating you. genius and want your help with their math homework. How can you respond with humility? How can you respond with humility?

You have been selected to play the You get into a fight with your friend main part in the school play this in front of the entire lunchroom. You year. Several of your friends did not notice people are starting to get a role at all. encourage you to argue more.

How can you respond with humility? How can you respond with humility?

6th Grade • Week 4 Courage Sub-Concepts Humility, Vulnerability, Kindness

Courage This is the final week of our Courage unit. Students will focus on courage and how the ultimate demonstration of courage is to embrace kindness in every situation, regardless of how you are being treated.

Main Lesson

Whole Class Lesson Build Me Up! 30 minutes The class as a whole will take turns building each other up with public affirmations and kind words of encouragement in a simple game of “monkey in the middle”. (See page 2 for lesson details.)

Mini Lessons

For Small Groups Kindness Attributes 15 minutes Divide the class into groups of 4-6. What are the attributes of a kind peer? Using an idea web (see below for sample handout), create a tool to help identify a kind peer. Share your answers with the class as a whole.

For Partners Kindness Contract 15 minutes With your partner, complete the attached kindness contract. Make sure to identify 3-5 CONCRETE ways the two of you can demonstrate kindness towards each other both in school and in your community, regardless of if you are friends outside of class or not.

For Individuals Self-Talk Cards 15 minutes Using index cards, create 5-10 positive self talk cards for use each morning. Each statement must be present tense, empowering, and kind to yourself. Example: “I am a terrific public speaker.” Keep the cards next your bed and read them aloud every morning throughout the entire week!

Technology-Focused Words Have Power 15 minutes As a class, brainstorm 3-5 commonly misunderstood texts that could cause harm depending on how someone interprets them. Example: “You’re so lame lol.” Discuss kinder options and the importance of implied voice behind words when someone is not physically present to add vital facial expressions to their words to help others interpret them correctly.

6th Grade Whole Group Lesson

Build Me Up! The class as a whole will take turns building each other up with public affirmations and kind words of encouragement in a simple game of “monkey in the middle”.

Lesson Timeframe Lesson Objective 30 minutes Students will: Required Materials ❏ Index Cards ● Explore the connection between courage and kindness. ❏ Pencils ● Practice using courage and kindness at school and at home.

Standards Map This lesson aligns with CASEL Teacher Connection/Self-Care Competencies, National Health Education Standards, International Welcome to the last lesson of the last unit! Congratulations! This is a great Society for Technology in Education time to celebrate all you have accomplished this year, both personally and Standards, when applicable, and professionally, knowing that you likely grew through pain, you reached goals Common Core State Standards. Please through trials, and you found success after failure. We know growth is not the refer to the Standards Map for more easy road; it is often the road less traveled and sometimes you have to have information. the courage to press on, to speak truth, to share kindness, and to be vulnerable. Today, though, celebrate the journey. Revel in the lessons learned and the challenges met. Recognize how brave and good and kind and persevering you were this year. Write an affirming statement about your accomplishments this year. For example:

“This year, my lesson plan about ____ really worked and made my students better learners.” “This year I was at my best when ____.” “This year, I was a leader in ____.”

Then, write a courageous goal for next year around one of the kindness concepts you taught this year. How can you infuse respect, caring, integrity, inclusiveness, respect, and courage into your teaching and leading, and what will you need to do to get there? Celebrate today, but continue the work tomorrow.

3-5 minutes

What does kindness look like to you? (Invite student responses.)

Think back to our original definition of courage: Courage is being willing to try new things, to stand up for yourself and for others, and to do the right thing even if others pressure you to do the wrong thing.

How can we apply kindness to this definition? (Invite student responses.)

Inspire

4-6 minutes

This is the fourth week in our courage unit. So far we have explored courage and how it connects with vulnerability and humility. This last week focuses on the ultimate demonstration of courage: the act of kindness! Kindness may not feel like an act of courage, but to truly show kindness in ALL settings can definitely be a challenge.

Even in tough situations, such as standing up for yourself and others, we can still place kindness at the center of our words and actions. This takes courage because we might not be accepted. We might even be made fun of, teased, or bullied. Using courage to be kind is always worth the risk!

Empower

15 minutes

Explain that the class will now play a game aimed at using kindness to build up each student in the class.

● Form a circle in your class. If space allows, use chairs to create a circle with one chair placed in the middle. If space is limited, have every person remain seated on top of their desks. ● Starting with the teacher (or a volunteer if desired) have one person sit in the middle of the circle. If you were not able to make a circle, have them simply stand up to indicate they are the focus of the first round. ● Each person on the outside of the circle must share one kind comment about the person in the middle. If desired, use a sentence starter such as, “______(name) rocks because______!” ● There shouldn’t be any duplicates or “close calls”. Each person must come up with a personal affirmation for the person in the middle. ● No vague statements such as, “Kaiya rocks because she is cool!” Statements need to reflect the specific person. ● Keep rotating until the entire class, including the teacher, have experienced a turn in the middle of the circle.

Reflect

5-7 minutes

Using index cards, have each student complete an exit ticket highlighting their favorite affirmation. What fills your bucket the most? What kind words can you carry with you for the rest of the day? How can you use courage to pass this kindness onto others throughout your day today?

Kind Peer Attributes

Kindness Contract The below kindness contract is made between

______and ______

We both agree to demonstrate kindness to each other whether we are in school or in our community.

To show kindness, we agree to do the following things:

1. ______

2. ______

3. ______

4. ______

5. ______

______Signature Signature

______Date Date

Courage 6th Grade • Kindness Project

Random Acts of Kindness Photo Collage We have completed all four weeks of our courage unit. Now it’s time to apply everything you have learned. Over the next week or two, we will be working towards completing a random acts of kindness scavenger hunt and documenting our adventures in a photo collage.

Courage Sub-Concept(s) Random acts of kindness are actions that are not announced, not necessarily Vulnerability, Humility, Kindness, planned, and not rewarded. You are doing kind things for others just because you want someone else to feel good, not because you want anything in return. The act of kindness is the focus, not you as the giver, even if some of Project Timeframe these acts might be done directly to the other person. If you are “caught” or if 1-2 weeks, broken up as needed by your act of kindness is public, practice using humility by deflecting the praise class schedule of you and back to the kind act you are completing!

Required Materials Here is the plan for this project: ❏ Basic art supplies ❏ Poster boards for each group 1) I will randomly divide you up into groups of 2-3. Each group will be ❏ Magazines responsible for completing many random acts of kindness on the list ❏ 1 smartphone or camera for each within the next week. Your goal is QUALITY, not simply quantity. You group (optional; you can use will notice that your list is in the shape of a bingo card. Your goal is to magazines to illustrate RAKs if there complete enough random acts of kindness to create a winning bingo are media restrictions) card. Remember that can be 5 squares in a vertical, horizontal, or ❏ Tape/Tacks to hang finished photo diagonal line. collages 2) Within your group EVERY person must be an active participant. As Standards Map you complete each chosen RAK, have someone take a picture of This project aligns with CASEL what happened in some capacity. NOTE: You may NOT take pictures Competencies, National Health of people. Your challenge is to record your acts using only pictures of Education Standards, International objects. Another option is to cut out pictures from magazines to Society for Technology in Education illustrate your RAKs. Standards, when applicable, and Common Core State Standards. Please 3) Each group will use their pictures and the art supplies provided to refer to the Standards Map for more create a photo collage of their RAKs. They will attach their completed information. bingo card to the back of their collage. They will then present their collage to our class. After all of our presentations, your collages will be displayed throughout the school to encourage ongoing kindness throughout the year and into our summer break.

PART 1 (Week 1): Rules for completing Random Acts of Kindness

Before we can begin our project, we need to explore the rules for completing our tasks.

● Your group can only complete RAKs during our designated RAK class times, breaks, lunch time, or after school with proper supervision. ● Your group may not break any rules to complete a RAK. ● Remember the focus is on the act of kindness, NOT on your group. ● This isn’t a competition; there is no prize at the end except knowing you’ve made somebody’s day a little brighter. Your goal is to spread kindness through courageous and humble acts. ● If a certain RAK is difficult to capture in a kind manner, take a picture of the before or after and explain what you did when you add it to your collage. ● Each RAK is intentionally vague. This is to allow your group to use your creativity to come up with a personalized way to complete each task you select.

Part 2 (Week 2): Photo Collage Creations

Now that you have captured 5+ images of RAKs you completed over the past week, it is time to document them in a collage fashion. Your goal is to use humility to emphasize the kind acts and NOT emphasize your group.

● You may use photos, words, magazines, and the art supplies provided to create your photo collage. ● Every person must participate in the collage creation. One option is to give each person 1-2 pictures and allow them ownership over how they incorporate that picture into your collage. ● Every person must participate in the presentation and explanation of the collage. Since everyone participated in creating it, this part should be easy!

Random Act of Kindness BINGO

Introduce Leave a kind Help Surprise Give a yourself to note on the someone that someone with a compliment to someone you mirror in the is struggling treat an adult don’t know bathroom very well

Encourage Leave a note on someone Help a parent someone’s Cheer Clean up the during an that comes to desk to someone up hallways afterschool school encourage activity them

Give a Invite others Allow someone compliment to a Help the front to help you to go in front of FREE student that is office staff clean up the you at lunch not a friend SPACE lunchroom

Organize something Leave a Invite someone Invite someone Help in the for one of your positive note on to join your new to sit by cafeteria teachers a locker lunch table you on the bus without being asked

YOUR Ask a friend Give someone OWN IDEA Choose a new how you can a thank you Help a teacher Write it here: partner in class help them note today

6th Grade

Hello Parents and Guardians, Welcome to Unit 6, the final unit of our Kindness in the Classroom curriculum! For the next 6 weeks we will be learning all about GOALS FOR THIS UNIT COURAGE. We will dedicate 30 minutes once a week for our main lesson, with a few 15 minute mini lessons sprinkled throughout our ✓ Gain a deeper understanding of the kindness week to help your child go deeper with the concept. We will end and courage required to embrace humility in a the unit with a project that we will all work on together. variety of situations. ✓ Examine what courage looks like within their Since this topic has several new ideas, we will be exploring the own lives and how to incorporate a variety of following topics: courageous moments moving forward. ✓ Draw connections between vulnerability and courage.

TOPIC QUESTIONS WE’LL BE EXPLORING HOW YOU CAN HELP

Vulnerability ● What is vulnerability? Talk with your child about the importance of letting ● How does it take courage to be vulnerable? their guard down to be themselves around trusted friends. You are a special and unique person! Let others see that side of you!

Humility ● What is humility? Review the RAK definition of humility with your child. ● What is it NOT? Reinforce the concept that humility is building others ● How does it take courage to be humble? up without looking for attention and admitting areas within your life that need work.

Courage ● What does courage look like to you? Discuss the different types of courage with your child. ● How does it take courage to stand up for Many people think it is only about physical strength. others? Help draw connections between vulnerability, ● How can you use courage when dealing humility and courage. How does it take strength to with bullying? be vulnerable and humble?

Kindness ● How does it take courage to be kind? Talk about random acts of kindness, when we do ● How can we be kind in the face of hatred? kind things for no specific reason! How do little kind ● How can we use everyday actions to show acts brighten someone’s day? Why does that take random acts of kindness to others? courage?

TRY THIS AT HOME!

As a household, commit to doing random acts of kindness throughout your neighborhood or community. Take one day and do kind things for both people you know and complete strangers for no reason. At the end of the day, talk with each other about how it felt. What was your favorite act of kindness? Were you able to see the results of every act you performed? If not, how did it feel just doing an act of kindness, but not being able to see the other person’s reaction?

This is just the beginning! We will be working through our Kindness in the Classroom curriculum throughout the year. Please join us on this journey using this handout and the at home activity as a way to connect with your student regarding our unit concept. Feel free to contact me with any questions or comments as we move forward. Sincerely,

6th Grade Standards Map

Courage 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), the International Society for Technology in Education (ISTE) Standards, when applicable, and the national Common Core State Standards for English Language Arts & Literacy, Mathematics, History/Social Studies, and Science & Technical Subjects. 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: Have You Ever?

CASEL NHES Common Core

Self-awareness Standard 1. Understanding English Language Arts Standards Identifying emotions concepts Speaking & Listening Accurate self-perception 1.8.1 - Analyze the relationship Comprehension and Collaboration: Recognizing strengths between healthy behaviors and CCSS.ELA-LITERACY.SL.6.1 Self-confidence personal health. Engage effectively in a range of collaborative discussions 1.8.2 - Describe the (one-on-one, in groups, and teacher-led) with diverse partners on Self-management interrelationships of emotional, grade 6 topics, texts, and issues, building on others' ideas and Stress management intellectual, physical, and social expressing their own clearly. Self-discipline health in adolescence. CCSS.ELA-LITERACY.SL.6.1.C Self-motivation Pose and respond to specific questions with elaboration and detail by Goal-setting Standard 2. Analyzing making comments that contribute to the topic, text, or issue under influences discussion. Social awareness 2.8.6 - Analyze the influence of CCSS.ELA-LITERACY.SL.6.1.D Perspective-taking technology on personal and Review the key ideas expressed and demonstrate understanding of Respect for others family health.* multiple perspectives through reflection and paraphrasing. 2.8.8 - Explain the influence of CCSS.ELA-LITERACY.SL.6.2 Relationship skills personal values and beliefs on Interpret information presented in diverse media and formats (e.g., Communication individual health practices and visually, quantitatively, orally) and explain how it contributes to a topic, Relationship-building behaviors. text, or issue under study. Presentation of Knowledge and Ideas: Responsible Standard 5. Decision-making CCSS.ELA-LITERACY.SL.6.5 decision-making 5.8.6 - Choose healthy Include multimedia components (e.g., graphics, images, music, sound) Analyzing situations alternatives over unhealthy and visual displays in presentations to clarify information. Evaluating alternatives when making a Reflecting decision. Language Ethical responsibility 5.8.7 - Analyze the outcomes of a Conventions of Standard English: health-related decision. CCSS.ELA-LITERACY.L.6.1 ISTE Demonstrate command of the conventions of standard English

Standard 6. Goal-setting grammar and usage when writing or speaking. 2. Digital Citizen: Students 6.8.1 - Assess personal health Knowledge of Language: recognize the rights, practices. CCSS.ELA-LITERACY.L.6.3 responsibilities and 6.8.4 - Describe how personal Use knowledge of language and its conventions when writing, opportunities of living, health goals can vary with speaking, reading, or listening. learning and working in an changing abilities, priorities, and Vocabulary Acquisition and Use: interconnected digital world, responsibilities. CCSS.ELA-LITERACY.L.6.5.B and they act and model in Use the relationship between particular words (e.g., cause/effect, ways that are safe, legal and Standard 7. Practicing healthy part/whole, item/category) to better understand each of the words. ethical.* behaviors 7.8.2 - Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.

Lesson 2: One of a Kind

CASEL NHES Common Core

Self-awareness Standard 1. Understanding English Language Arts Standards Identifying emotions concepts Writing Accurate self-perception 1.8.2 - Describe the Text Types and Purposes: Recognizing strengths interrelationships of CCSS.ELA-LITERACY.W.6.2.A Self-confidence emotional, intellectual, Introduce a topic; organize ideas, concepts, and information, using strategies Self-efficacy physical, and social health in such as definition, classification, comparison/contrast, and cause/effect; adolescence. include formatting (e.g., headings), graphics (e.g., charts, tables), and Self-management multimedia when useful to aiding comprehension. Self-discipline Standard 2. Analyzing CCSS.ELA-LITERACY.W.6.2.B Self-motivation influences Develop the topic with relevant facts, definitions, concrete details, quotations, 2.8.6 - Analyze the influence or other information and examples. Social awareness of technology on personal CCSS.ELA-LITERACY.W.6.2.D Perspective-taking and family health.* Use precise language and domain-specific vocabulary to inform about or Appreciating diversity 2.8.8 - Explain the influence of explain the topic. Respect for others personal values and beliefs Production and Distribution of Writing: on individual health practices CCSS.ELA-LITERACY.W.6.4 Relationship skills and behaviors. Produce clear and coherent writing in which the development, organization, Communication and style are appropriate to task, purpose, and audience. Social engagement Standard 6. Goal-setting CCSS.ELA-LITERACY.SL.6.5 Relationship-building 6.8.1 - Assess personal health Include multimedia components (e.g., graphics, images, music, sound) and practices. visual displays in presentations to clarify information. Responsible 6.8.3 - Apply strategies and decision-making skills needed to attain a Speaking & Listening Analyzing situations personal health goal. Comprehension and Collaboration: Evaluating CCSS.ELA-LITERACY.SL.6.1 Reflecting Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and ISTE issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.6.1.C 2. Digital Citizen: Students Pose and respond to specific questions with elaboration and detail by making recognize the rights, comments that contribute to the topic, text, or issue under discussion. responsibilities and CCSS.ELA-LITERACY.SL.6.1.D opportunities of living, Review the key ideas expressed and demonstrate understanding of multiple learning and working in an perspectives through reflection and paraphrasing. interconnected digital CCSS.ELA-LITERACY.SL.6.2 world, and they act and Interpret information presented in diverse media and formats (e.g., visually, model in ways that are safe, quantitatively, orally) and explain how it contributes to a topic, text, or issue legal and ethical.* under study. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Language Conventions of Standard English: CCSS.ELA-LITERACY.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.6.2.B Spell correctly. Knowledge of Language: CCSS.ELA-LITERACY.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.6.5.B Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

Lesson 3: Class of Humility

CASEL NHES Common Core

Self-awareness Standard 1. Understanding English Language Arts Standards Identifying emotions concepts Speaking & Listening Accurate self-perception 1.8.2 - Describe the Comprehension and Collaboration: Recognizing strengths interrelationships of emotional, CCSS.ELA-LITERACY.SL.6.1 Self-confidence intellectual, physical, and social Engage effectively in a range of collaborative discussions Self-efficacy health in adolescence. (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and Self-management Standard 2. Analyzing expressing their own clearly. Impulse control influences CCSS.ELA-LITERACY.SL.6.1.C Self-discipline 2.8.6 - Analyze the influence of Pose and respond to specific questions with elaboration and detail by Self-motivation technology on personal and making comments that contribute to the topic, text, or issue under Goal-setting family health.* discussion. 2.8.8 - Explain the influence of CCSS.ELA-LITERACY.SL.6.1.D Social awareness personal values and beliefs on Review the key ideas expressed and demonstrate understanding of Perspective-taking individual health practices and multiple perspectives through reflection and paraphrasing. Respect for others behaviors. CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., Relationship skills Standard 6. Goal-setting visually, quantitatively, orally) and explain how it contributes to a topic, Communication 6.8.1 - Assess personal health text, or issue under study. Social engagement practices. Presentation of Knowledge and Ideas: Relationship-building 6.8.2 - Develop a goal to adopt, CCSS.ELA-LITERACY.SL.6.4 Teamwork maintain, or improve a personal Present claims and findings, sequencing ideas logically and using health practice. pertinent descriptions, facts, and details to accentuate main ideas or Responsible 6.8.3 - Apply strategies and skills themes; use appropriate eye contact, adequate volume, and clear decision-making needed to attain a personal pronunciation. Analyzing situations health goal. Evaluating Language Reflecting Conventions of Standard English: CCSS.ELA-LITERACY.L.6.1 ISTE Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking. 2. Digital Citizen: Students Knowledge of Language: recognize the rights, CCSS.ELA-LITERACY.L.6.3 responsibilities and Use knowledge of language and its conventions when writing, opportunities of living, speaking, reading, or listening. learning and working in an Vocabulary Acquisition and Use: interconnected digital world, CCSS.ELA-LITERACY.L.6.4.B and they act and model in Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). ways that are safe, legal and ethical.* CCSS.ELA-LITERACY.L.6.5.B Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

Lesson 4: Build Me Up!

CASEL NHES Common Core

Self-awareness Standard 1. Understanding English Language Arts Standards Identifying emotions concepts Writing Accurate self-perception 1.8.2 - Describe the Text Types and Purposes: Recognizing strengths interrelationships of emotional, CCSS.ELA-LITERACY.W.6.2 Self-confidence intellectual, physical, and social Write informative/explanatory texts to examine a topic and convey ideas, Self-efficacy health in adolescence. concepts, and information through the selection, organization, and analysis of relevant content. Self-management Standard 2. Analyzing CCSS.ELA-LITERACY.W.6.2.B Impulse control influences Develop the topic with relevant facts, definitions, concrete details, Self-discipline 2.8.3 - Describe how peers quotations, or other information and examples. Self-motivation influence healthy and unhealthy CCSS.ELA-LITERACY.W.6.2.D behaviors. Use precise language and domain-specific vocabulary to inform about or Social awareness 2.8.6 - Analyze the influence of explain the topic. Perspective-taking technology on personal and Production and Distribution of Writing: Appreciating diversity family health.* CCSS.ELA-LITERACY.W.6.4 Respect for others Produce clear and coherent writing in which the development, Standard 7. Practicing healthy organization, and style are appropriate to task, purpose, and audience. Relationship skills behaviors Communication 7.8.2 - Demonstrate healthy Speaking & Listening Social engagement practices and behaviors that will Comprehension and Collaboration: Relationship-building maintain or improve the health of CCSS.ELA-LITERACY.SL.6.1 Teamwork self and others. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, Responsible Standard 8. Advocating and issues, building on others' ideas and expressing their own clearly. decision-making 8.8.2 - Demonstrate how to CCSS.ELA-LITERACY.SL.6.1.C Analyzing situations influence and support others to Pose and respond to specific questions with elaboration and detail by Evaluating make positive health choices. making comments that contribute to the topic, text, or issue under Reflecting 8.8.3 - Work cooperatively to discussion. advocate for healthy individuals, CCSS.ELA-LITERACY.SL.6.1.D ISTE families, and schools. Review the key ideas expressed and demonstrate understanding of

multiple perspectives through reflection and paraphrasing. 2. Digital Citizen: Students Presentation of Knowledge and Ideas: recognize the rights, CCSS.ELA-LITERACY.SL.6.4 responsibilities and Present claims and findings, sequencing ideas logically and using opportunities of living, pertinent descriptions, facts, and details to accentuate main ideas or learning and working in an themes; use appropriate eye contact, adequate volume, and clear interconnected digital world, pronunciation. and they act and model in ways that are safe, legal and Language ethical.* Conventions of Standard English: CCSS.ELA-LITERACY.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.6.2.B Spell correctly. Knowledge of Language: CCSS.ELA-LITERACY.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.6.5.B Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

Project 1: Random Acts of Kindness Photo Collage

CASEL NHES Common Core

Self-awareness Standard 1. Understanding English Language Arts Standards Recognizing strengths concepts Reading: Informational Text Self-confidence 1.8.2 - Describe the Craft and Structure: interrelationships of emotional, CCSS.ELA-LITERACY.RI.6.4 Self-management intellectual, physical, and social Determine the meaning of words and phrases as they are used in a Impulse control health in adolescence. text, including figurative, connotative, and technical meanings. Self-discipline Self-motivation Standard 2. Analyzing Speaking & Listening Goal-setting influences Comprehension and Collaboration: Organizational skills 2.8.3 - Describe how peers CCSS.ELA-LITERACY.SL.6.1 influence healthy and unhealthy Engage effectively in a range of collaborative discussions Social awareness behaviors. (one-on-one, in groups, and teacher-led) with diverse partners on Perspective-taking grade 6 topics, texts, and issues, building on others' ideas and Empathy Standard 5. Decision-making expressing their own clearly. Appreciating diversity 5.8.3 - Distinguish when CCSS.ELA-LITERACY.SL.6.1.B Respect for others individual or collaborative Follow rules for collegial discussions, set specific goals and decision making is appropriate. deadlines, and define individual roles as needed. Relationship skills CCSS.ELA-LITERACY.SL.6.1.C Communication Standard 7. Practicing healthy Pose and respond to specific questions with elaboration and detail by Social engagement behaviors making comments that contribute to the topic, text, or issue under Relationship-building 7.8.2 - Demonstrate healthy discussion. Teamwork practices and behaviors that will CCSS.ELA-LITERACY.SL.6.1.D maintain or improve the health of Review the key ideas expressed and demonstrate understanding of Responsible self and others. multiple perspectives through reflection and paraphrasing. decision-making Presentation of Knowledge and Ideas: Analyzing situations Standard 8. Advocating CCSS.ELA-LITERACY.SL.6.4 Solving problems 8.8.2 - Demonstrate how to Present claims and findings, sequencing ideas logically and using Evaluating influence and support others to pertinent descriptions, facts, and details to accentuate main ideas or Reflecting make positive health choices. themes; use appropriate eye contact, adequate volume, and clear Ethical responsibility 8.8.3 - Work cooperatively to pronunciation. advocate for healthy individuals, CCSS.ELA-LITERACY.SL.6.5 ISTE families, and schools. Include multimedia components (e.g., graphics, images, music, sound)

and visual displays in presentations to clarify information. 6. Creative Communicator: Students communicate Language clearly and express Conventions of Standard English: CCSS.ELA-LITERACY.L.6.1 themselves creatively for a variety of purposes using the Demonstrate command of the conventions of standard English platforms, tools, styles, grammar and usage when writing or speaking. formats and digital media Knowledge of Language: appropriate to their goals. CCSS.ELA-LITERACY.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.6.3.B Maintain consistency in style and tone.