Kind Words and Helping Hands

Promoting Friendship and Citizenship in the Classroom

Jennifer Cruz

Content of Lesson1. What Is A Good Friend?

Students learn what behaviors characterize a good friend and that these qualities also make them good classroom citizens. (Diagram 1 and 2)

2. Hands Are For Helping

Students learn ways in which their hands canbe used for helping around the classroom and then make a book illustrating these ways. (Diagram 3 and 4)

3. We’re All In This Together

Students learn how they are alike and different from their classmates but that ultimately they are all working together as citizens of the classroom. They practice giving compliments. (Diagram 5)

4. Friendship Flowers

Students write out kind words for each other on paper petals and everyone assembles their own flower made up of the complimentary words they received from their classmates. (Diagram 6 and 7)

5. Classroom Rules for Good Citizenship

The class comes up with a list of classroom rules for good friendship/classroom citizenship drawing on everything they learned in the unit. (Diagram 8)

Unit of Instruction: Social Studies

What is a good friend?

Time Span: 45 min

Lesson 1

ESL Standards:

Standard 1: Students will listen, speak, read, and write in English for information and understanding.

Performance Indicator- S1.2: Students will use a graphic organizer to organize information.

Social Studies Standards:

Standard 5: Students will use a variety of intellectual skills to understand the responsibilities of citizens.

Performance Indicator- S5.1b: Students will learn what it means to part of a classroom community.

Performance Indicator- S5.3c: Students will identify and describe the rules and responsibilities students have in the classroom.

Common Core Standards:

LS1: Demonstrate command of the conventions of standard English `grammar and usage when writing or speaking.LS3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.SL2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.SL3: 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.

Objectives:

Learn what made Pete such a good friend to Bill Discuss the kinds of things that make us good friends to each other Understand that these qualities also make us good classroom citizens Distinguish between actions that promote friendship and good classroom citizenship and

those that do not

Teacher Preparation: The teacher will have the smartboard ready to use during reading. The teacher will have read the book “Bill and Pete” to know when to pause and ask questions about being a good friend/citizen.

Introduction of the lesson (teaching point): Students will think about what it means to be a good friend and a classroom citizen.

Vocabulary: citizen, aisle, counter, proud

Materials:

“Bill and Pete” by Tomie de Paola Smartboard Chart paper Markers

Motivation: What does it mean to be a good friend? The teacher will write down some of the ideas the students come up with on the smartboard.

Mini lesson:

Today we are going to read “Bill and Pete” by Tomie de Paola. But before we get started lets go over some vocabulary words that will help us when reading the book. (Teacher will go over the vocabulary words with the students and use chart paper to write the definition of the words). Teacher will then begin reading the book. After the teacher has read the book she will ask the students questions about it. The teacher will ask students “Do you think Pete was a good friend to Bill? Why? The teacher will then ask students what does a good friend do for you? Explain to the students that these same qualities also make them good citizens of the classroom. Tell them, “A citizen means you’re a member of this group. We are all a part of this classroom community. We are all citizens of this classroom and these (pointing to the smartboard at the list of words the students came up at the beginning of the lesson) are the ways that we should act towards each other”.

Implication: Students learn what behaviors characterize a good friend and that these qualities also make them good classroom citizens.

Learning Styles Addressed:

Students with visual and auditory needs will sit up front. The teacher will use the smartboard to write down the words the students say.

Modifications for diverse learners:

The teacher will work with ELL students on writing down what they think makes a good friend/classroom citizen.

Assessment:

Call upon students to give their own examples of things that a good friend/classroom citizen would do.

The students will be given a worksheet to fill out. The students will write down words that describe a good friend/classroom citizen.

Follow up:

The teacher will confer with students using conference sheets. The teacher will write down her observations from working with the students.

The teacher will have the students come back to the rug and give them different scenarios on being a good friend/classroom citizen. Students will be asked to put a “thumbs up” if they think the action is telling us about good behavior for a classroom citizen and a “thumbs down” if they don’t think it is.

Extension: I will extend this lesson into Reading. I will ask students to think about whether the characters in the books they are reading are good citizens.

Hands are for Helping

Time Span: 45 min

Lesson 2

ESL Standards:

Standard 2: Students will listen, speak, read, and write in English for literary response, enjoyment, and expression.

Performance Indicator-S2.8-Students will create their “Helping Hands” books and express how they will be good classroom citizens.

Social Studies Standards:

Standard 5: Students will use a variety of intellectual skills to understand the responsibilities of citizens.

Performance Indicator-S5.b: Students will examine what it means to be a good citizen in the classroom.

Common Core Standards:

LS1: Demonstrate command of the conventions of standard English `grammar and usage when writing or speaking.LS3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.SL3: 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.

Objectives:

Review the ways they can be good friends/classroom citizens Introduce the idea that a lot of the ways they can be good friends/classroom citizens

involve using their “helping hands” Create “Hands are for Helping” books with each child’s hand prints on the cover and

ways they can use their helping hands around the classroom inside.

Teacher Preparation: The teacher will have pre-made the “Helping Hands” books that the students will use. The teacher will have already made her own “Helping Hands” book to model for the students how to do it. The teacher will have the finger paint ready to use.

Introduction of the lesson (teaching point): Students learn ways in which their hands can be used for helping around the classroom.

Vocabulary: citizen

Materials:

Helping Hands books Finger Paint Markers, crayons, colored pencils 1 complete book to show as an example

Connection/Link: Yesterday, we talked about what makes a good friend and classroom citizen.

Motivation: Who can tell me some things that makes a good friend and classroom citizen? Students will share what they remember from yesterday. The teacher will have the students come up and write the words they say on the smartboard.

Mini lesson:

A lot of the things that you all listed on the smartboard have to do with using your helping hands. “In this classroom I want to see your hands being used for helping” This way we can all be better classroom citizens and make our classroom even more awesome! Today we are going to make a “Helping Hands” book. The teacher will show her “Helping Hands” book to the students. After you have completed your books and shared them with the class the teacher will come around with finger paint so that the students can put their hand prints on the cover.

Implication: Students learn different ways that they can use their helping hands to be a good classroom citizen.

Learning Styles Addressed:

Students with visual and auditory needs will sit up front. The teacher will use the smartboard to write down the words the students say.

Modifications for diverse learners:

The teacher will work with the ELL students on coming up with ideas on how they can use their helping hands in the classroom.

Assessment:

Students will go back to their seats and come up with their own ideas on how they can use their helping hands in the classroom to be a good classroom citizen.

Follow up:

The teacher will confer with students using conference sheets. The teacher will write down her observations from working with the students.

Students will come back to the rug and share their “Helping Hands” book with the class and the ideas they came up with.

Extension: I will extend this lesson to Science. Students will be doing hands-on activities. They can use their helping hands to help other classmates and to help clean up after the activities.

We Are All In This Together

Time Span: 45 min

Lesson 3

ESL Standards

Standard 1: Students will listen, speak, read and write in English for information and understanding.

Performance Indicator S1.6: Students will compare and contrast to gain a better understanding of being a good friend/classroom citizen.

Social Studies Standards:

Standard 5- Students will use a variety of intellectual skills to understand the responsibilities of citizens.

Performance Indicator- S5.3c: Students will identify and describe the rules and responsibilities students have in the classroom.

Common Core Standards:

LS1: Demonstrate command of the conventions of standard English `grammar and usage when writing or speaking.LS3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.SL3: 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.

Objectives:

Learn about differences and how to appreciate what makes each of us unique Discuss how they are all both alike and different from their classmates Learn what a compliment is and practice giving compliments to each other

Teacher Preparation: The teacher will have read the book “Chrysanthemum” ahead of time. The teacher will have a picture of a chrysanthemum displayed on the smartboard for the students to see.

Introduction of the lesson (teaching point): Although we are all different we can all work together in harmony because we are all citizens of the same classroom.

Vocabulary: appreciate, absolutely, chrysanthemum

Materials:

“Chrysanthemum” by Kevin Henkes Smartboard Markers Chart paper

Connection/Link: We have been learning about being a good friend and a good classroom citizen. We all thought about different ways of being a good classroom citizen and that’s because we are all different.

Motivation: What are some things that make us different? Students will share their ideas.

Mini lesson:

Today we are going to read “Chrysanthemum” by Kevin Henkes but before we begin reading who can tell me what they think a chrysanthemum is? After the students have shared the teacher will show them the picture of the chrysanthemum on the smartboard and tell them what it means. Then the teacher will go over the vocabulary words from the book. The teacher will write the definitions of the words on chart paper. The teacher will then begin reading the book. The teacher will then ask students “Did Chrysanthemum like her name? Why?” The teacher will explain to students that we all different and that’s what makes us unique (tell students what the word unique means). The teacher will then put a venn diagram up on the smart board. The teacher will pick two students and ask the other students to come up with ways that these students are alike and different. The teacher will fill in the Venn diagram with what the students say. “Ok, now I want you to work in pairs and tell me how you are the same and how you are different from your partner. Although you are working in pairs everyone will get their own venn diagram to fill in. I want to see if what you come up with is similar to what your partner wrote”.

Implication: Students learn how they are alike and different from their classmates but that ultimately they are all working together as citizens of the classroom.

Learning Styles Addressed:

Students with visual and auditory needs will sit up front. The teacher will leave the Venn diagram on the smartboard for students to see.

Modifications for diverse learners:

The teacher will work with ELL students and help them fill out their venn diagram. I will provide them with a word bank from where they can choose words to describe their partner. The teacher will use the Internet if necessary to translate words for the ELL students.

Assessment:

Students will fill in the Venn diagram on how they are alike and different from their partner.

Follow up:

The teacher will confer with students using conference sheets. The teacher will write down her observations from working with the students.

The teacher will gather the students on the rug and have them share their venn diagrams.

Extension: I will extend this lesson into Reading. I will have students use a venn diagram to write how they are the same and different from the character in their book.

Friendship Flower

Time Span: 45 min

Lesson 4

ESL Standards:

Standard 3: Students will listen, speak, read and write in English for critical analysis and evaluation.

Performance Indicator S3.4: Students will double check their work to ensure their ideas are clear.

Social Studies Standards:

Standard 5- Students will use a variety of intellectual skills to understand the responsibilities of citizens.

Performance Indicator- S5.1b: Students will examine what it means to be a good citizen in the classroom.

Common Core Standards:

LS1: Demonstrate command of the conventions of standard English `grammar and usage when writing or speaking.LS3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.SL3: 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.

Objectives:

Review what makes a good friend and a good classroom citizen Discuss ways we are good classroom citizens

Teacher Preparation: The teacher will have a flower worksheet ready for the students to use. There will be a flower worksheet on the smart board that the students and the teacher will fill out together. The teacher will have cut green stems for the students to glue on their flower. The teacher will have an example of a flower with the stem to show the students.

Introduction of the lesson (teaching point): Students think of ways that they are a good friend and classroom citizen.

Materials:

Smartboard Markers, colored pencils, crayons Glue Scissors

Green Stems

Connection/Link: Yesterday, we talked about how we are alike and different from our classmates. This week we have been working on being a good friend and a good classroom citizen.

Motivation: What are some ways that you are a good friend and a good classroom citizen? Students will share their ideas. The teacher will write some of them on the board.

Mini lesson: Today we are going to talk about you can be a good friend and classroom citizen. The teacher will fill in the flower with ways she can be a good classroom citizen. The students will be given the same sheet to work on at their seats. Once you are done filling out the petals you can color your flower. After you color your flower cut it out and get a stem from the table to glue on to your flower. The teacher will show students a finished flower.

Implication: Students have learned what it is to be a good friend and classroom citizen. They will now think of ways that they can be a good classroom citizens

Learning Styles Addressed:

Students with visual and auditory needs will sit up front. The teacher will create a chart on what the students will be expected to do at their seats.

Modifications for diverse learners:

The teacher will work with ELL students that on filling out their flower. ELL students may use words in their native language that describe how they can be a good friend and classroom citizen.

Assessment: Students will complete a worksheet on how they can be a good friend and a good classroom citizen.

Follow up:

The teacher will confer with students using conference sheets. The teacher will write down her observations from working with the students.

The students will come back to the rug and share how they can be a good friend and a good classroom citizen.

Extension: I will extend this lesson Writing. Students can write about how their character is a good citizen.

Classroom Rules for Good Citizenship

Time Span: 45 min

Lesson 5

Theme: This week we will be working on gaining a much deeper understanding of the qualities that we associate with good friends/classroom citizens and to being able to exhibit some of those qualities in the classroom.

ESL Standards:

Standard 4: Students will listen, speak, read and write in English for classroom and social interaction.

Performance Indicator S4.4: Students will use listen to each other and take turns speaking while working in groups.

Social Studies Standards:

Standard 5- Students will use a variety of intellectual skills to understand the responsibilities of citizens.

Performance Indicator- S5.3c: Students will identify and describe the rules and responsibilities students have in the classroom.

Common Core Standards:

LS1: Demonstrate command of the conventions of standard English `grammar and usage when writing or speaking.LS3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.SL3: 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.

Objectives:

Discuss what kinds of rules David breaks in school and the concept of self-control Create a list of classroom rules drawing on all they have learned about what makes a

good friend and a good classroom citizen

Teacher Preparation: The teacher will have read the book ahead of time. The teacher will have the vocabulary words written on chart paper.

Introduction of the lesson (teaching point):

Vocabulary: tardy, disrupt, attention

Materials:

“David Goes to School” by David Shannon

Smartboard Chart paper Markers 1 piece of posterboard

Connection/Link: This week we have been working on being a good friend and a good classroom citizen.

Motivation: What are some things that good classroom citizens do not do? The teacher will write down what the students say on the smartboard.

Mini lesson: Today we are going to read “David Goes to School” by David Shannon. As I read I want you to think if the things David is doing in school make him a good classroom citizen. After the teacher finishes reading the book the students will share what they think about the way David acts. The teacher will then say “Yes, it’s true David doesn’t always follow the rules but he’s still a special and wonderful citizen of the classroom. David just needs some reminding about the rules sometimes, that’s all”. The teacher will introduce the concept “self-control” and explain that sometimes students have a really hard time controlling themselves but it not their fault. They just need to be reminded about the classroom rules. The teacher will ask the students to come up with a list of classroom rules in groups. Students will be given a worksheet to fill out.

Implication: Students have learned what it is to be a good friend and classroom citizen. They will now come up with their own classroom rules. Students will come up with rules they feel are important to them and to the class.

Learning Styles Addressed:

Students with visual and auditory needs will sit up front. The teacher will create a chart on what the students will be expected to do at their seats.

Modifications for diverse learners:

The teacher will work with ELL students on coming up with classroom rules.

Assessment: Students will go back to their seats and in groups come up with classroom rules.

Follow up:

The teacher will confer with students using conference sheets. The teacher will write down her observations from working with the students.

The students will come back to the rug and share the rules they came up with. The teacher will create a classroom rules poster based on what the rules the students came up with.

Extension: I can extend this lesson into Reading. Students will think about what rules their character have to follow.

Appendix

Diagram 1

Name____________________________________ Date______________

In the middle circle you are going to write the word citizen. Then you are going to write some words that describe a good friend/classroom citizen.

Diagram 2- Modification for Students

Name____________________________________ Date______________

Write some words that describe a good friend/classroom citizen.

Diagram 3

Cover of Book

Citizen

Hands Are For Helping

Page 2

Two ways I can use my helping hands are ________________________________________________

________________________________________________.

This makes me a good classroom citizen because________

_____________________________________________

______________________________________________.

Page 3

Diagram 4- Modification for Students

Cover of Book

Hands Are For Helping

Page 2

I can use my helping hands to___________________.

This makes me a good classroom citizen because________

_____________________________________________.

Page 3

Diagram 5

Diagram 6

Diagram 7-Modification for Students

Diagram 8

Our Classroom Rules1.

2.

3.

4.

5.