2Nd Grade Unit Introduction Kindness in the Classroom Lessons Teach

2nd 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.

The Courage Unit is the last unit in this series. It focuses primarily on giving students strategies to help them feel and act courageously even when it is not easy or popular. We want students to realize that they show courage when they make good choices for themselves and when they help others. As with other units, we hope to connect the concepts in this unit back to kindness, which is integral throughout the series.

Unit Objective

Students will:

● Identify things they can do to show courage for ourselves and for others. ● Identify the likely outcome for others by choosing a courageous act. ● Show courage through helping ourselves and others. ● Discuss how it takes courage to be kind to others without recognition.

Student Introduction

Welcome to the Courage Unit! Over the next few weeks, we are going to build some superpowers around courage, which means we are brave enough to do what we know is good for us and for others - even if no one recognizes our good efforts or if those choices seem like the popular choices. Sometimes the brave thing to do is the right thing...not the popular thing. We will talk about what it means to be brave, to help others, and we will even write down some advice for next year’s second graders for how they can show courage to themselves, to others, and to our school spaces. We are going to focus on these important areas:

● Being brave for ourselves! ● Being brave for others! ● Being brave to make our school a place where people love being!

Let’s get started with our first lesson!

Unit Lessons

Lesson Title Lesson Objectives Materials Required

Lesson 1 ● Discuss ways to show courage toward ❏ I Believe in Super Me - handout I Believe in Super ME! themselves. ❏ Pencils, crayons, markers ● Identify things that they are good at or believe about themselves. ● Identify things they can do to show courage. ● Identify things they want to get better at. ● Create a personified superhero to remind them of their courage.

Lesson 2 ● Discuss ways to show courage toward ❏ I Do / They Feel worksheets I Do / They Feel others in particular ways. ● Identify the likely outcome for others by choosing a courageous act. ● Practice classroom presentation skills.

Lesson 3 ● Discuss why taking care of our surrounding ❏ Courage through Kindness Cleanwork Makes the environment is actually a courageous act. to the School, pass Dream Work ● Discuss ways to show courage toward our surrounding environment in particular ways. ● Show kindness to others through helping with specific tasks.

Lesson 4 ● Complete a random act of kindness. ❏ Sticky notes Random Acts of ● Explain how it takes courage to be kind to ❏ Pencils/pens/markers Kindness: Desk Notes others without recognition.

Unit Projects

Project Title Project Overview Materials Required

Project 1 In this project, students will create a courage ❏ Courage journal page Courage Journal journal for the incoming group of 1st graders ❏ Pencils, colors who will be 2nd graders the next school year. Each student will give incoming students advice on how have courage for yourself, for others, and for the classroom as they become 2nd graders. Students should use the vocabulary they have learned this year such as respect, caring, inclusive, fair, perseverance, and responsibility. They should also make sure their advice recognizes that kindness is the foundation for all of these things.

Project 2 In this project, students will create a tie-dyed ❏ 100% Cotton T-shirt (anything containing Wear Your Courage shirt for themselves using colors that represent 5% or more of polyester will not dye well) all of the things they have learned throughout ❏ Soda Ash the year. Red = respect; Orange = caring; ❏ Rubber Bands Yellow = inclusiveness; Blue = fairness; Green ❏ Rack (to dye on) - could be a plastic = responsibility, Purple = courage. garbage bag or some other plastic cover to protect tables and floors. You could When students wear it, they can be reminded also do this outside. that it takes courage to do these things for ❏ Plastic Bin, or, again, some kind of cheap themselves and for others, but they can do it! plastic (to catch the dye) ❏ Fiber Reactive Dye - These should be the colors of kindness as outlined above; some kits do not require Soda Ash - water will do! This kit from Amazon would work well: Tie Dye Kit ❏ Ziploc Bags (to put shirts in) - optional; not all dying processes require this; the shirts could simply sit on the plastic covered surfaces overnight. ❏ Sharpie Marker (for writing names or other encouraging messages; be sure each shirt is at least marked on the tag so students know whose shirt is whose!)

Courage 2nd Grade • Lesson 1

I Believe in Super ME! This lesson will introduce students to the Courage Unit by giving them time to think of ways to show courage, first, to themselves. The lesson ends with students brainstorming ideas for how to be courageous toward themselves over the summer and then drawing a superhero version of themselves so they can remember that courage and all of the unit topics they have studied this year are truly super powers!

Kindness Concept(s) Lesson Objective Courage, Kindness Students will: Lesson Timeframe 45 minutes ● Discuss ways to show courage toward themselves. ● Identify things that they are good at or believe about themselves. Required Materials ● Identify things they can do to show courage. ❏ I Believe in Super Me handout ● Identify things they want to get better at. ❏ Pencils, crayons, markers ● Create a personified superhero to remind them of their courage.

Standards Map This lesson aligns with CASEL Teacher Connection/Self-Care Competencies, National Health Education Standards, and Common Many people associate the term “courage” with being strong, standing up to Core State Standards. Please refer to oppression, and fighting for what is right. While all of these definitions do in the Standards Map for more information. fact refer back to various types of courage, there is yet another focus that is equally valuable: the courage to respond with kindness. This unit will focus on kindness as a form of courageous action. Your ability to infuse kindness into your daily life is the most courageous thing you can do for yourself. When your thoughts change, your behaviors change, which ultimately leads to a positive change in those around you as well. This kindness chain reaction starts with you! This week, write out one specifically kind thought about yourself and post it on your bathroom mirror. Repeat it to yourself aloud every single time you read it. At first this may feel awkward and unnecessary. However, the more you hear kind words out loud, the more likely you are to internalize them. How can you be kind to yourself today?

Tips for Diverse Learners

● The brainstorm lists could be small drawings or simple words for emerging writers. ● Advanced students or those adept with computers can create a superhero with a few clicks that can be downloaded and printed from the DC Comics: Super Hero Me! Website: https://www.dckids.com/dc-super-friends/htmlgame/name/super-hero- me

5-7 minutes

So far this year we have talked a lot about kindness and all of the super, special things we do to help others and make them feel special. These are our kindness superpowers! Can anyone remember the names of these superpowers we’ve talked about so far this year? Respect, Caring, Inclusiveness, Fairness, Perseverance, and Responsibility

Which of these do you feel like you are pretty good at so far? Invite student responses.

Which do you want to practice more, even over the summer, so that when you are in third grade next year, you will be ready to put these superpowers into action? Invite student responses

Inspire

7-10 minutes

What is Courage? For our last unit, we are going to talk about a superpower that uses ALL of the other superpowers: COURAGE. What do you all think courage means? Invite student responses.

Yes. Courage means that you are brave when facing new or difficult circumstances. Sometimes courage means being kind to and including someone at recess. Sometimes it means taking responsibility for something you did wrong. Sometimes it means working hard to finish something that you find really difficult and you know it would be easier to just quit. Doing everything we’ve learned about this year to be kind, caring, inclusive, fair, determined, and responsible takes courage!

This unit will focus on courage as it connects to kindness. Being kind requires us to be brave and willing to try something new or different with ourselves, others, and even our spaces (like our school). When we have the courage to be kind, we feel better about ourselves and help others to feel better too!

Explain that there are 3 ways to show courage through kindness: Kindness to Yourself: It might sound silly, but it takes courage to be kind to yourself. Most of us don’t think about how we treat ourselves, but kindness actually starts with the things you say and do to yourself first! If you can’t be kind to you, how can you expect to be kind to others? Kindness to Others: Sometimes it can be very difficult to treat others with kindness. You can be brave and use courage to focus your words and actions on kindness in any situation. Even if others are mean, you can choose to show courage through kindness. You may be surprised to see just how quickly other’s change when you shower them with kindness! Kindness to Environment (School): Our school is a terrific place to learn each day. Why? Because each one of us does our part to keep it safe, happy, and welcoming every day. Your courageous choice to show kindness in how you care for the school by treating our materials kindly, respecting our space, and being safe on the playground are all ways that help make our school the wonderful learning environment we have today!

Empower

15-20 minutes

We are going to start with the idea that we must have courage to be kind and to believe in ourselves.

What are some brave or courageous things that you have done for yourself? Have you ever been scared to do something or try something, but you persevered and did or tried it anyway? Invite student responses.

It takes a lot of practice and hard work to do courageous things for ourselves, to believe in ourselves and to push ourselves to be better or to learn something or to do the right thing! Sometimes it’s easy to just stay comfortable and the same. But we are better than that! The world needs us to be our very best selves and to grow into those selves every day. Sometimes we need reminding, though, so we are going to design a poster that you can hang in your room this summer to remind yourself just how SUPER you are!

Hand out I Believe in Super ME! sheets.

On your I Believe in Super ME! sheets, I want you to brainstorm these topics in the white space around your “Super Me” circle. You can see the topics printed there:

I Am Super Because:

I Want to Get Better At:

I Believe I Am/Can:

This Summer I Will Show Courage By:

Once you have written down three of four ideas in each section, you can draw, design, and color in your Super Me! This should be you as a SUPERHERO, so draw whatever you feel that looks like.

It would be good to show students an example you have done for this.

Reflect

5 minutes

The summer can seem like a long time. Maybe you do a lot of things by yourself or maybe you are in clubs or sports and see a lot of people all summer. Regardless, remember to believe in yourselves, show kindness to yourselves, and work to become your most SUPER self! This takes courage, kindness, persistence, responsibility, and caring. Practice this each day and if you need a reminder about what is already super about you, look at your poster. If you want a reminder about what you can work on to build courage and kindness before third grade, look at your poster. If you forget how to show courage this summer, look at your poster! You are all super! Believe it!

Extension Ideas

● Students can hang the posters on the fridge at home so parents can help remind them of these things if they forget or need encouragement. ● Use the backside or extra space on the front side to list out all the new things to try or learn over the summer to help inspire courage. Create a sticker chart students can complete each time he/she shows courage toward him/herself or toward others.

Courage 2nd Grade • Lesson 2

I Do/They Feel This lesson will now invite students to think of ways to show courage by including, being fair, and being kind to others. They will work in different groups.

Kindness Concept(s) Lesson Objective Courage, Kindness, Inclusiveness, Fairness, Responsibility, Respect Students will:

Lesson Timeframe ● Discuss ways to show courage toward others in particular ways. 35-40 minutes ● Identify the likely outcome for others by choosing a courageous act. ● Practice classroom presentation skills. Required Materials ❏ I Do / They Feel worksheets Teacher Connection/Self-Care Standards Map This lesson aligns with CASEL Have you ever heard the phrase “pay it forward”? It refers to the action of a Competencies, National Health person doing an unrecognized good deed for a stranger on the premise that Education Standards, and Common the receiver will in turn “pay it forward” by doing a good deed for someone Core State Standards. Please refer to else. Perhaps the person in front of you has already paid for your coffee order the Standards Map for more information. or a positive note was left on your desk. These are both terrific examples of this simple, yet powerful concept. This week, look for ways to respond with kindness by identifying three different ways to pay it forward to coworkers in some fashion. Spend some time brainstorming little surprises for those around you, adding a small note with the good deed that encourages them to keep the chain going by passing on a bit of kindness to another as well.

Tips for Diverse Learners

● Try to break groups up so there is at least one strong writer in the group. ● Give options for the presentation piece, allowing students to role play if they wish or to practice other presentation skills; be sensitive to students who are too scared to present but give them an opportunity to stand next to the presenters and begin seeing what it’s like to be in front of a group of peers.

5-7 minutes

So far this year we have talked about a number of kindness super powers. We reviewed them in the last lesson. Let’s review them again. Who can remember some of the superpowers we’ve learned about this year? Respect, Caring, Inclusiveness, Fairness, Perseverance, and Responsibility.

In the last lesson about courage, we talked about ways we can be courageous for ourselves. What are some courageous things we can do for ourselves? Invite student responses.

How many of you have looked at your Super ME posters and it has helped you be brave and courageous, even if you didn’t really want to be?

Inspire

5-7 minutes

What is Courage?

In this lesson, we are going to move on to the second type of courage that we talked about in lesson one: Courage through Kindness to Others.

Kindness to Others: Sometimes it can be very difficult to treat others with kindness. You can be brave and use courage to focus your words and actions on kindness in any situation. Even if others are mean, you can choose to show courage through kindness. You may be surprised to see just how quickly other’s change when you shower them with kindness!

Let’s get into small groups now and talk about how to show courage through kindness to others in all of our superpower areas. This means we are going to break into six small groups right now:

Respect Group Caring Group Inclusiveness Group Fairness Group Honesty Group Responsibility Group

Empower

15-20 minutes

In your small group, you are going to work on the “I Do, They Feel” worksheet.

On the left-hand side of the worksheet, you should brainstorm and write down (choose a secretary or writer for your group) something you do to demonstrate your group’s super power. For example, if you are in the ‘Respect’ group, write down something you can do to show another person respect. Let’s say you wrote down, “I follow the rules”. Then, right across from that action you just wrote down, write down how you think that action will make the other person feel. So, you could write, “My parents or teachers feel happy that I followed the rules.”

Try to think of 4 or 5 I Do/They Feel combinations and try to think of different “feelings” or reactions; don’t make each feeling the same. Be creative!

At the end of the worksheet, as a group, finish the sentence: It takes courage to show [RESPECT] because ______.

Talk about your answers and then write it down on the line after “because.”

Each worksheet will have a different topic inside the brackets: Respect, Caring, Inclusiveness, Fairness, Responsibility

Raise your hands as a group when you are done with your list and final answer.

Reflect

5 minutes

Let’s share some of our I Do/They Feel combinations.

If you have been practicing presentation skills this year, this could be a good time to invite the groups to present at the front of the class. They could role play the “I Do/They Feel” combinations or simply take turns reading their ideas aloud. This gives you a chance to commend their courage to share their ideas in front of their peers, which is not always easy to do!

Great job, everyone! I really liked your I Do/They Feel combinations. Did you notice the pattern? Every time you do something kind for someone else, which takes courage, they feel good. Good about themselves, about you, about their surroundings, and about the situation. Isn’t that amazing? These truly are super powers! But, it takes courage to use them. Be brave when it comes to showing kindness to others. The more you do this, the easier it will become!

Extension Ideas

● Extension ideas for presentations provided above; this is a good opportunity for role play or practicing other presentation skills.

It takes courage to show respect because:

______

It takes courage to show caring because:

______

It takes courage to show inclusiveness because:

______

It takes courage to show fairness because:

______

It takes courage to show responsibility because:

______

Courage 2nd Grade • Lesson 3

Courage to Clean This lesson will now invite students to think of ways to show courage by showing kindness and respect to their school environment.

Kindness Concept(s) Lesson Objective Courage, Kindness, Inclusiveness, Fairness, Responsibility, Respect Students will:

Lesson Timeframe ● Discuss why taking care of our environment is actually a 45 minutes courageous act. ● Discuss ways to show courage toward our surrounding environment Required Materials in particular ways. ❏ Courage through Kindness to the ● Show kindness to others through helping with specific tasks. School, passes (attached)

Standards Map Teacher Connection/Self-Care This lesson aligns with CASEL Competencies, National Health The ultimate goal of every teacher is a kind and respectful class. When the Education Standards, and Common environment in which we spend 8-10 hours a day naturally responds with Core State Standards. Please refer to kindness as a default, we are able to more easily teach the academic the Standards Map for more information. components required of us. As you head into the final few weeks and months of the school year, the positive environment you established at the beginning might be waning a bit as students get more antsy for summer vacation. Now is the perfect time for a kindness tune up, so to speak. Although you are bogged down with end of year testing, grades, and parties, taking a few moments at the beginning of each day with some focused kindness will do wonders for your classroom environment. One idea is to write a bunch of uplifting notes on index cards and have each child choose one from a bowl during your morning meeting. Have them read their kindness card aloud as they are excused to their desks. Not only will each child be encouraged, but you may find that kindness is contagious!

Tips for Diverse Learners

● Pre-arrange groups so that varying levels of ability are represented; it would be better not to let close friends work together to give students an opportunity to be inclusive with dynamic group pairings. ● Make sure students are going to be tasked with jobs they can perform; clear this with the cooperating teachers/staff first.

5-7 minutes

So far this year we have talked about a number of kindness superpowers. We reviewed them in the last lesson. Let’s review them again. Who can remember some of the superpowers we’ve learned about this year? Respect, Caring, Inclusiveness, Fairness, Perseverance, and Responsibility.

In the last lesson about courage, we talked about ways we can be courageous for others. What are some courageous things we can do for others? Invite student responses.

Have you ever thought about the courage it takes to care for and show kindness to your stuff? It sounds kind of silly, right? I mean, it’s just stuff. BUT! If you think about it, where did all this stuff come from? Look around our classroom. What do you see? Invite student response.

What if someone came into our classroom and took away all our tables, chairs, and desks? How would that make your job as a student harder?

What if someone came into our classroom and took away the Smartboard/dry erase board/black board? How would that make my job as a teacher harder?

What if someone came and took all of our playground equipment away? Or all of the gym equipment was gone; no balls, no ropes, no scooters. How would that change recess for us?

Inspire

7-10 minutes

What is Courage?

Here is the point: We don’t often think about all of the things we have here at school but it turns out all of those little things are really important! Our jobs as students and teachers would be a lot harder if we didn’t have these things. So, it is our job to be responsible and to care for all the things that make our school special and make our jobs easier!

In this lesson, we are going to move on to the third type of courage that we talked about in lesson one: Courage through Kindness to our School.

Kindness to Environment (School): Our school is a terrific place to learn each day. Why? Because each one of us does our part to keep it safe, happy, and welcoming every day. Your courageous choice to show kindness in how you care for the school by treating our materials kindly, respecting our space, and being safe on the playground are all ways that help make our school the wonderful learning environment we have today!

Why do you think it takes courage to take care of our school and of all the things in it? Invite student responses.

That’s right! Sometimes we may not think about the impact of our actions and it takes courage to look honestly at how we treat our school. It can also be hard to not do something careless when our friends are acting careless. It takes a lot of courage to do the right and responsible thing when it comes to taking care of our school. Just because we don’t own these items, doesn’t mean we don’t have a responsibility to take care of them!

Empower

10-12 minutes

As you know, the end of the school year means cleaning out a lot of things! We have to clean out our desks and our lockers, and we have to make sure all of the books and classroom supplies are checked back in and put away properly. Custodians also have to do a lot of cleaning and teachers have to do a lot of what we call inventorying. This means we have to count all of our books and classroom materials to make sure nothing is missing. Our librarian has to do this too! Everyone has a big job to make sure our school is in good shape to head into summer because we want it to be ready for us to come back again next fall.

We are going to show kindness to others and to our school by helping it get ready for summer break. We are going to spend some time helping different teachers get their rooms cleaned and organized. We will help out in the gym, in the art room, in the music room, in the library, and right here in our own classroom. (These are only suggestions; teachers should feel free to adjust these ideas; students can even focus solely on helping out in the second grade classroom itself. Specials teachers may not have one consistent group of students or “homeroom” group to assist with spring clean-up, so that is why those ideas were presented.)

Classroom clean-up time should be pre-arranged with the other teachers and the duties should be suitable for students; organizing shelves, cleaning paint brushes, stacking paper, returning books to shelves, putting away music stands, etc., could all be suitable tasks. Tasks should be able to be completed in 15-20 minutes and may be scheduled at different times throughout the week. Students should work in small groups of 2-4, depending on how much work needs to be done.

Students should take their Courage through Kindness to the School pass with them for their cleaning session and have it signed when they return. Cooperating teachers should note the jobs completed and the time they left to return to the classroom.

Reflect

5 minutes

At the end of the day, as their exit ticket, cleaning groups can share their experience and hand in their ticket before lining up to go home.

Extension Ideas

● Students can practice presentation skills by sharing the tasks they did for their cooperating teacher. ● Invite students to create a Courage Through Kindness to My Home pass and spend 15 minutes helping out at home - especially when they haven’t been asked! Have parents sign the pass and the kids return it for a prize or special treat.

Courage 2nd Grade • Lesson 4

Random Acts of Kindness: Desk Notes This is the final lesson in our Courage unit. It focuses on the namesake of the entire organization: Random Acts of Kindness. The class will write sticky notes of encouragement and randomly stick them to another student’s desk (they could use lockers, too, if students have those) for that student to discover later. Teachers, consider pre-assigning students to specific grades or quadrants or desk rows in classrooms to ensure everyone in the targeted group gets a note. You might also assemble a “sweeper” team of your naturally more empathetic, helpful students who can ensure everyone is included.

Kindness Concept(s) Lesson Objective Courage, Kindness, Random Students will: Lesson Timeframe 45 minutes. ● Complete a random act of kindness. ● Explain how it takes courage to be kind to others without recognition. Required Materials ❏ Sticky notes (enough for each student to have 5 or 6 notes) Teacher Connection/Self-Care ❏ Pens, pencils, art supplies for writing messages on sticky notes. As we head into the final week or so of the school year, the courage to respond with kindness leads us out of the classroom and back with our Standards Map families and friends as summer vacation looms in the not so distant future. Do This lesson aligns with CASEL you have the courage to respond with kindness at home? At times, it can Competencies, National Health often feel harder to lean into kindness with those closest to you as they are Education Standards, and Common also the people that know firsthand how to press your buttons and dampen Core State Standards. Please refer to your mood. However, the real test in your ability to respond with kindness is the Standards Map for more information. how you treat those in your inner circle. This week, and throughout the summer this year, use our namesake, Random Acts of Kindness, as a motto for how to treat others each day. Become more conscious of the people closest to you. Find one small thing you can do for each of them daily. Something small, but meaningful; something simple, but kind. No random act of kindness is too small to impact another. Your concentrated effort to make your immediate world a better place has a ripple effect on the larger world around you. How can you courageously respond with kindness on a daily basis?

Tips for Diverse Learners

● Help emerging writers write their notes so the message is clear to the recipient. ● Consider using the more empathetic, kind, helpful students as “sweepers” to ensure everyone in the targeted group gets a note of encouragement and kindness.

5-7 minutes

Has anyone here ever gotten a really good surprise? What was it and how did it make you feel?

Invite student responses.

I heard some really good surprises and some fun feelings as a result! When someone does something nice for you that you weren’t expecting, it makes you feel loved and appreciated and warm inside. And you know what, the person who did that kind thing for you feels those things, too!

Inspire

5-7 minutes

Today we are going to be RAKtivists - or Random Acts of Kindness activists! We are going to do something small that will make someone else’s day a little brighter!

What are Random Acts of Kindness?

Explain that a random act of kindness is a fun surprise of kindness given to someone else without them ever knowing it was you! These acts of kindness are not announced, not planned, and not rewarded. You are doing kind things for others just because you want someone else to feel good, not because you want anyone to notice you. The trick to completing random acts of kindness is to not get caught.

Empower

15 minutes

Today we are going to write a quick message of kindness to another student on a sticky note and you are going to secretly put it on his or her desk while that class is out of the classroom.

On the whiteboard (or smart board), I have some easy phrases that you can put on your sticky note, along with a nice picture if you want:

Our school is better because you are here! You have a great smile! Hope you are having a good day! Make today as great as you are! Thank you for being you!

If you have another idea for a phrase, please let me know what it is and I can help you.

You won’t know who’s desk you are putting the note on, so don’t worry about adding anyone’s name. You are just going to quickly, but securely, make sure the note sticks and then keep moving!

As a teacher, you will need to communicate this plan with the other classroom teacher of the class you are going to encourage. Make sure he/she knows

you are coming in (possibly to ensure the door remains unlocked and to communicate the best time to come in when the other students are out).

Reflect

5-7 minutes

Spend a little time afterward asking students about how they felt putting the note on the desks. Talk about other RAKs they can do, either at school or at home. There are many lists online to help jumpstart ideas; the RAK Foundation has a good list of 10 (including the sticky note idea) to get the conversation rolling: https://www.randomactsofkindness.org/the-kindness-blog/2933-10-kindness- week-ideas-for-schools

Extension Ideas

● Random Acts of Kindness can and should be carried out beyond the classroom. As a class, create a T-chart and label the sections home and park. Brainstorm ideas for doing random acts of kindness in both locations. Encourage students to complete one random act of kindness daily throughout the summer. ● Create (or have students create) a “RAKtivist” chart they can hang on their fridge at home or in their bedrooms. Have them track their RAKs and set goals (maybe 5 RAKs a week or 10 per month, etc.). Work with the third grade intake teacher to use the charts to kick-off the week back to school next fall.

Courage 2nd Grade • Project 1

Courage Journal In this project, students will create a courage journal for the incoming group of 1st graders who will be 2nd graders the next school year. Each student will give incoming students advice on how to have courage for yourself, for others, and for the classroom as they become second graders. Students should use the vocabulary they have learned this year such as respect, caring, inclusiveness, fairness, perseverance, and responsibility. They should also make sure their advice recognizes that kindness is the foundation for all of these things.

Kindness Concept(s) For this project, students will each design a courage page for the Courage Courage, Kindness Journal that they are creating as a class. Each courage page (if using the template) is broken into three parts: Courage for Self Courage for Others, and Project Timeframe Courage in the Classroom. 25-30 minutes Students should write a short phrase but they can also draw a picture Required Materials representing their ideas. If possible, their messages should also incorporate ❏ Courage Journal page (one for each ideas about respect, caring, inclusiveness, fairness, perseverance, and student) responsibility. ❏ Cover stock for the cover ❏ Binding machine or three-hole punch The first page of the book should be from the teacher, so if possible, prepare to bind book your page in advance as an example.

After all of the student pages are complete, collect them and bind them using a stapler or a three-hole punch and yarn. Read the journal to students the next day during your morning meeting or advisory period.

Extension Ideas:

● You can also assign students to create a cover page; perhaps you have a “covering” contest and students get to design a cover page and the class votes on the one to use.

Welcome to 2nd Grade!

Sometimes it takes COURAGE to be kind to yourself, to others, and to the classroom and everything we share. Here are some ideas to help you be BRAVE!

In 2nd grade, you can have the courage to be kind to YOURSELF by:

In 2nd grade, you can have the courage to be kind to OTHERS by:

In 2nd grade, you can have the courage to be kind to the CLASSROOM by:

Be BRAVE! You will LOVE 2nd grade!

Courage 2nd Grade • Project 2

Wear Your Courage In this project, students will create a tie-dyed shirt for themselves using colors that represent all of the things they have learned throughout the year. Red = Respect; Orange = Caring; Yellow = Inclusiveness; Blue = Fairness; Green = Responsibility; Purple = Courage. When students wear it, they can be reminded that it takes courage to do these things for themselves and for others, but they can do it!

Kindness Concept(s) In this project, students will create a tie-dyed shirt for themselves using colors Courage, Kindness that represent all of the things they have learned throughout the year. Red = Respect; Orange = Caring; Yellow = Inclusiveness; Blue = Fairness; Project Timeframe Green = Responsibility; Purple = Courage. 25-30 minutes To help reinforce the idea of kindness as colors, show the following video: Required Materials https://www.youtube.com/watch?v=rwelE8yyY0U ❏ 100% Cotton T-shirt (anything containing 5% or more of polyester Questions: will not dye well) ❏ Soda Ash ● When the boy gave the girl his apple, what color did it turn? Red ❏ Rubber Bands ● What was the boy showing the girl by giving her his apple? Kindness, ❏ Rack (to dye on) - could be a plastic caring, respect garbage bag or some other plastic ● What color did the money turn when that same girl helped the many cover to protect tables and floors. who had dropped his cash? Green You could also do this outside. ● What was the girl showing to the man when she returned the money? ❏ Plastic Bin, or, again, some kind of Kindness, responsibility cheap plastic (to catch the dye) ● What color did the suitcase turn when the man helped the woman get ❏ Fiber Reactive Dye - These should her bag on the plane? Orange be the colors of kindness as outlined ● What was the man showing to the woman when he helped with the above; some kits do not require bag? Kindness, caring Soda Ash - water will do! This kit ● When the woman helped the mom and baby on the plane, what from Amazon would work well: Tie happened? They turned all different colors and everyone laughed. Dye Kit ● Why did it take courage for the woman to help make the baby laugh? ❏ Ziploc Bags (to put shirts in) - Everyone else was mad at the baby for being loud; she decided to optional; not all dying processes stand up for the mother and help her make the baby happy. It is hard require this; the shirts could simply when your baby is crying and you can’t help him or her calm down; sit on the plastic covered surfaces the woman knew he had to stand up for the mom and help out. overnight. ❏ Sharpie Marker (for writing names or Instructions other encouraging messages; be sure each shirt is at least marked on Each student should bring in a plain white T-shirt. These are often sold in box the tag so students know whose shirt stores in packs of 2 or 3, so consider buying them for the class and dividing is whose!) the cost per student or suggest to parents they buy shirts together. Or, if cost will be a hardship for your students, speak with an administrator about using You may want to partner with the art school funds for this type of activity. (For example: on Amazon, you can get a teacher for this project as he/she may 5-pack of white t-shirts from Fruit of the Loom for about $7.50; for a class of have the appropriate space and 25, this would work out to about $1.50 student. If you use Amazon Smile to materials to help with the dying process. make this purchase, a percentage of your purchase can be donated back to your school!).

This video demonstrates 4 easy ways to fold the shirts for dying:

youtube.com/watch?v=rM1M932ieD4

This site provides instructions, too:

instructables.com/id/How-to-tie-dye-an-old-white-shirt-or-a-new-shirt-/

This site shows instructions an a materials list; the instructions are also specific for classroom use:

theartofed.com/2016/06/13/step-step-guide-tie-dye-classroom/

When you are finished, each student will have a colorful shirt to remind him or her about being kind throughout the summer! Students could also sign each others’ shirts and write kinds words or phrases to encourage each other!

2nd Grade

Hello Parents and Guardians,

Welcome to Unit 6, our final unit, of our Kindness in the Classroom curriculum! For the next 4-6 weeks we will be learning all about COURAGE. Since this is a somewhat 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

Courage ● What does it mean to show courage? Discuss the importance of always being true to ● How can we use courage to be yourself first. You are a valuable and important ourselves? member of the class and of this family! Talk ● How can we use courage to stand up about how to use courage to stand up for others for others? who might not stand up for themselves.

Kindness ● How does it take courage to be kind? Talk about random acts of kindness, when we do ● How can we be kind even when kind things for no specific reason! How do little others are not? kind acts brighten someone’s day? Why does ● How can we use everyday actions to that take courage? show random acts of kindness to others?

Heroes/Leaders ● Who do you look up to? Start a conversation with your child about who ● Why is that person a hero to you? they look up to. Do they have a hero? If so, why ● How do they lead others? do they look up to them? How is their hero courageous?

Key activities we’ll be doing: TRY THIS AT HOME! ● Design themselves as a superhero! ● Brainstorm the positive effects on others when we are Hang up your child’s superhero picture on courageous! the refrigerator. Leave it up all summer and ● Use courage to take care of the school community! remind them of how strong they are ● Perform Random Acts of Kindness! whenever they start to feel down or defeated! Each one of us has the courage If you have any questions about our Kindness in the of a superhero if we really look inside! Classroom lessons, please feel free to contact me at anytime. We are on this kindness path together!

Sincerely,

2nd 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), 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: I Believe in Super ME!

CASEL NHES Common Core

Self-awareness Standard 4. Interpersonal English Language Arts Standards Identifying emotions communication Reading: Foundational Skills Accurate self-perception 4.2.1 - Demonstrate healthy ways Fluency: Recognizing strengths to express needs, wants, and CCSS.ELA-LITERACY.RF.2.4.A Self-confidence feelings. Read grade-level text with purpose and understanding. Self-efficacy Standard 7. Practicing healthy Writing Self-management behaviors Research to Build and Present Knowledge: Impulse control 7.2.1 - Demonstrate healthy CCSS.ELA-LITERACY.W.2.8 Self-discipline practices and behaviors to Recall information from experiences or gather information from Self-motivation maintain or improve personal provided sources to answer a question. Goal-setting health. Speaking & Listening Social awareness Comprehension and Collaboration: Perspective-taking CCSS.ELA-LITERACY.SL.2.1 Respect for others Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger Responsible groups. decision-making CCSS.ELA-LITERACY.SL.2.1.A Identifying problems Follow agreed-upon rules for discussions (e.g., gaining the floor in Analyzing situations respectful ways, listening to others with care, speaking one at a time Solving problems about the topics and texts under discussion). Evaluating CCSS.ELA-LITERACY.SL.2.1.B Reflecting Build on others' talk in conversations by linking their comments to the Ethical responsibility remarks of others. CCSS.ELA-LITERACY.SL.2.1.C Ask for clarification and further explanation as needed about the topics and texts under discussion. CCSS.ELA-LITERACY.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CCSS.ELA-LITERACY.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Knowledge of Language: CCSS.ELA-LITERACY.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. CCSS.ELA-LITERACY.L.2.5.A Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Lesson 2: I Do / They Feel

CASEL NHES Common Core

Self-awareness Standard 4. Interpersonal English Language Arts Standards Identifying emotions communication Reading: Foundational Skills Accurate self-perception 4.2.1 - Demonstrate healthy ways Fluency: to express needs, wants, and CCSS.ELA-LITERACY.RF.2.4.A Self-management feelings. Read grade-level text with purpose and understanding. Impulse control Self-discipline Standard 5. Decision-making Writing Self-motivation 5.2.1 - Identify situations when a Research to Build and Present Knowledge: health-related decision is CCSS.ELA-LITERACY.W.2.8 Social awareness needed. Recall information from experiences or gather information from Perspective-taking provided sources to answer a question. Empathy Standard 7. Practicing healthy Appreciating diversity behaviors Speaking & Listening Respect for others 7.2.1 - Demonstrate healthy Comprehension and Collaboration: practices and behaviors to CCSS.ELA-LITERACY.SL.2.1 Relationship skills maintain or improve personal Participate in collaborative conversations with diverse partners about Communication health. grade 2 topics and texts with peers and adults in small and larger Social engagement groups. Relationship-building CCSS.ELA-LITERACY.SL.2.1.A Teamwork Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time Responsible about the topics and texts under discussion). decision-making CCSS.ELA-LITERACY.SL.2.1.B Identifying problems Build on others' talk in conversations by linking their comments to the Analyzing situations remarks of others. Solving problems CCSS.ELA-LITERACY.SL.2.1.C Evaluating Ask for clarification and further explanation as needed about the Reflecting topics and texts under discussion. Ethical responsibility CCSS.ELA-LITERACY.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CCSS.ELA-LITERACY.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Language Conventions of Standard English: CCSS.ELA-LITERACY.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language: CCSS.ELA-LITERACY.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. CCSS.ELA-LITERACY.L.2.5.A Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Lesson 3: Courage to Clean

CASEL NHES Common Core

Self-awareness Standard 1. Understanding English Language Arts Standards Self-confidence concepts Speaking & Listening Self-efficacy 1.2.2 - Recognize that there are Comprehension and Collaboration: multiple dimensions of health. CCSS.ELA-LITERACY.SL.2.1 Self-management Participate in collaborative conversations with diverse partners about Self-discipline grade 2 topics and texts with peers and adults in small and larger Self-motivation groups. Goal-setting CCSS.ELA-LITERACY.SL.2.1.A Organizational skills Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time Social awareness about the topics and texts under discussion). Perspective-taking CCSS.ELA-LITERACY.SL.2.1.B Empathy Build on others' talk in conversations by linking their comments to the Respect for others remarks of others. CCSS.ELA-LITERACY.SL.2.1.C Relationship skills Ask for clarification and further explanation as needed about the Communication topics and texts under discussion. Social engagement CCSS.ELA-LITERACY.SL.2.3 Relationship-building Ask and answer questions about what a speaker says in order to Teamwork clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Responsible Presentation of Knowledge and Ideas: decision-making CCSS.ELA-LITERACY.SL.2.4 Identifying problems Tell a story or recount an experience with appropriate facts and Analyzing situations relevant, descriptive details, speaking audibly in coherent sentences. Solving problems Evaluating Language Reflecting Conventions of Standard English: Ethical responsibility CCSS.ELA-LITERACY.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language: CCSS.ELA-LITERACY.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. CCSS.ELA-LITERACY.L.2.5.A Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Lesson 4: Random Acts of Kindness: Desk Notes

CASEL NHES Common Core

Self-awareness Standard 1. Understanding English Language Arts Standards Self-confidence concepts Speaking & Listening Self-efficacy 1.2.2 - Recognize that there are Comprehension and Collaboration: multiple dimensions of health. CCSS.ELA-LITERACY.SL.2.1 Self-management Participate in collaborative conversations with diverse partners about Self-discipline Standard 7. Practicing healthy grade 2 topics and texts with peers and adults in small and larger Self-motivation behaviors groups. 7.2.1 - Demonstrate healthy CCSS.ELA-LITERACY.SL.2.1.A Social awareness practices and behaviors to Follow agreed-upon rules for discussions (e.g., gaining the floor in Perspective-taking maintain or improve personal respectful ways, listening to others with care, speaking one at a time Empathy health. about the topics and texts under discussion). Appreciating diversity CCSS.ELA-LITERACY.SL.2.1.B Respect for others Build on others' talk in conversations by linking their comments to the remarks of others. Relationship skills CCSS.ELA-LITERACY.SL.2.1.C Communication Ask for clarification and further explanation as needed about the Social engagement topics and texts under discussion. Relationship-building CCSS.ELA-LITERACY.SL.2.2 Teamwork Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Responsible CCSS.ELA-LITERACY.SL.2.3 decision-making Ask and answer questions about what a speaker says in order to Reflecting clarify comprehension, gather additional information, or deepen Ethical responsibility understanding of a topic or issue. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.