Unit Introduction · 2019-10-30 · framework of Inspire, Empower, Act, Reflect and Share. Each lesson starts with the ‘share’ step to reinforce learning from previous lessons

3rd Grade Unit Introduction

Sub-Concepts Covered: Self-Care, 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. Welcome to the new school year! This is our first unit out of six that we will cover this year. There are four lessons and two projects in every unit. The focus of this Respect Unit is on students learning how to respect themselves, others, and their community. Lessons will allow students to explore self care, respectful communication, and problem solving.

Unit Objective Students will:

● Learn how to show respect to others both in the classroom and at home. ● Demonstrate how to use respectful communication with others. ● Work respectfully during both independent and work related activities.

Student Introduction Welcome to our new school year! We are going to take these first few weeks to explore the concept of Respect. This means we think about how our words and actions affect our friends, our families, and anyone else we meet up with in our day. It’s so important to treat others with kindness and respect, even when we might not agree with what they are saying or doing. To help us learn how to do this, we are going to explore these areas:

● Respecting ourselves, others, and our community! ● Using respectful words in our conversations! ● Practicing kind ways to problem solve during difficult times!

Let’s dive deeper and explore Respect! Note- the RAK interactive notebooks are an optional, 3rd grade specific activity that is presented as a project here under Respect. However, if you decide to do this activity, the notebooks can be used as a natural reflection/independent journaling activity after every lesson throughout the entire year. Look under the extension heading for specific instructions within every lesson on how to incorporate these fun notebooks!

© The Random Acts of Kindness Foundation. All Rights Reserved. www.randomactsofkindness.org Page 1

Activities under this heading are varied to include writing, poetry, crafts, art, and graphic organizing. This allows each student to have a comprehensive notebook illustrating their kindness journey from start to finish!

Unit Lessons Lesson Title Lesson Objectives Materials Required Lesson 1 Respect Fortune Tellers

● Identify the three levels of respect exercised each day at school.

● Demonstrate concrete methods for practicing Self Respect, Respect for Others, and Respect within the School

❏ Paper ❏ Scissors ❏ Pencils

Lesson 2 Treat Myself with Kindness

● Explain how self-care demonstrates respect for oneself.

● Identify ways they can treat themselves with kindness and respect.

❏ Cardboard or Cardstock for each student ❏ Magazines or printed images ❏ Glue sticks ❏ Scissors ❏ Basic Art Supplies

Lesson 3 Time Out!

● Develop interpersonal skills used in conflict resolution and teamwork.

● Persevere by expending additional effort and seeking help from others. (SEL goal under self-management)

● Recognize that listening is an important partof resolving conflict.

❏ Internet Access for video: http://www.values.com/inspirational-stories-tv-spots/121-timeout

❏ Large Screen to view video clip

Lesson 4 Building a Respectful Community

● Examine their community for opportunities to show respect throughout their day to day lives.

● Explain how to show respect in a variety of contexts within their local community.

❏ “What if Everybody DId That?” by Ellen Javernick

❏ Legos (Can use clay as an alternative) ❏ Cups or Bowls

Unit Projects Project Title Project Overview Materials Required Project 1 RAK Interactive Notebook

Students will create their own RAK interactive notebook for use during the entire school year.This project will focus on designing the cover and building the table of contents and tabs needed for the remainder of the year.

❏ Composition Notebook (standard notebooks work as well)

❏ basic art supplies ❏ construction paper ❏ glue ❏ tabs (can use masking tape to

make tabs if needed)

Project 2 What Does Respect Look Like?

The class will create a bulletin board illustrating what respect looks like (through both illustrations and words) to each of them. Passersby are also invited to add their own interpretation.

❏ Basic Bulletin Board supplies ❏ 1 box of tacks ❏ index cards ❏ a pocket (can be made with construction

paper) ❏ 2 markers or pens for writing/drawing


http://www.values.com/inspirational-stories-tv-spots/121-timeout

http://www.values.com/inspirational-stories-tv-spots/121-timeout

Respect 3rd Grade • Lesson 1

Respect Fortune Tellers This is the initial lesson in the Respect Unit. In addition, it is the very first lesson for the school year. It reviews the three tiers of respect: self-respect, respect for others, and respect for our community. Students will work in pairs to create respect catchers (also referred to as paper fortune tellers) as a fun way to identify ways to show respect in various settings. Respect Sub-Concept(s) Self-care, Kindness Lesson Timeframe 45 minutes Required Materials ❏ Paper ❏ Scissors ❏ Pencils Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, and Common Core State Standards. Please refer to the Standards Map for more information.

Lesson Objective Students will:

● Identify the three levels of respect exercised each day at school. ● Demonstrate concrete methods for practicing Self-Respect, Respect

for Others, and Respect within the School.

Teacher Connection/Self-Care It is extremely important to be kind to yourself as a teacher before you can expect to share that same level of respect within your classroom. How do you practice self-respect personally? Fueling your body, ensuring proper sleep and carving out some quiet time each day are all terrific options to be kind to yourself in preparation for your classroom each day.

Tips for Diverse Learners ● Draw simple pictures next to words that show self-respect to help

English Language Learners connect better during the discussion ● Pair students up with varying abilities as they complete the craft

portion of the activity ● Allow students to draw pictures on their craft to represent the different

types of respect if written skills are not fully developed.

Share

3 minutes Gather your class together in your community/morning meeting area. As a class, answer the following question:

● What is one thing you did independently this morning to get ready for school?

Self-Care is a terrific example of how we naturally show respect to ourselves! As we start our school year together, we will be exploring respect for ourselves, others, and our community.


https://www.randomactsofkindness.org/lesson-plans/3_Respect_Unit_Standards_Map.pdf

Inspire 3 levels of Respect 7-10 minutes Explain that the first thing we must establish in our classroom is Respect. Respect allows us to learn, enjoy our time together and feel safe in our classroom. Since today is our first day, we will learn about Respect before we do anything else. That way each of us can show kindness to ourselves, others and our school every single day. We define Respect as treating people, places, and things with kindness. Explain the 3 levels of Respect for our classroom. Make sure you allow time for the students to identify examples within each category as well. You may wish to write them down on the whiteboard as well. ● Self-Respect: Respect starts with yourself! Being kind and respectful to

your body and mind will help you feel happy and be ready to show that same level of respect toward others when you come to school. (Examples include getting ready for school, remembering homework, etc.)

● Respect for Others: Think about how you treat others. When you respect them and show them kindness, they enjoy your company and want to spend more time with you! (Examples include using kind words/gestures, not bullying, helping others, respecting boundaries, etc.)

● Respect for Our Community: Your behavior in our school, at the park, and even at the grocery store can also show respect. The way you treat our space, the things we use each day, and even our equipment and toys during recess can all demonstrate kindness for our community. Respect extends beyond our school as well. Our community relies on our respect to keep it clean and safe place to live. (Examples include not littering, putting carts away at the store, reporting graffiti, etc.)

● This framework can be used as the backbone of your classroom rules if desired.

Empower

15-20 minutes Students will apply their understanding of the 3 tiers of respect by creating a paper fortune teller (also called a cootie catcher) that provides concrete examples of how someone can demonstrate each tier within their lives. Step 1: Divide the class up into pairs (3 students is permitted if you do not have an even number of students) Step 2: Demonstrate how to make a fortune teller. Here is a link to a video to show to the class if possible. Written instructions are provided below as well. https://www.youtube.com/watch?v=X1DArckNWdM Step 3: Once the pair has created their fortune teller, have them label the four outside parts with the following:

Self- Respect Respect for Others


https://www.youtube.com/watch?v=X1DArckNWdM

Respect for Our Community Respect

On the inside, divide the paper into 8 sections (see video or written instructions below), and label them with the numbers 1-8. Note: if you want to add connections to math or reading here, you could label the sections with new spelling words or math problems instead Under each flap (there are 8 total), write one question about respect. Students can use the following (or come up with variations if teacher approved)

1) How can you show Self- Respect in school? 2) How did you show Self-Respect today? 3) How can you show Respect to Others at school? 4) How can you show Respect to Others in your home? 5) How can you show Respect to our School Community? 6) How can you show Respect to our Community when you are grocery

shopping? 7) What are the three types of Respect? 8) Which type of Respect is the hardest and why?

If students struggle to write small, they can abbreviate each question with the bolded sections or by using a picture as needed. Step 4: Play! Allow students to play the game with each other for 5-7 minutes. Make sure to interact with several pairs to provide answers as well!

Reflect

5 minutes When the class returns, take time to review the 3 levels of respect. Draw a chart with three sections on the board and ask the class to provide examples of each type of respect based on the answers they gave during the fortune teller game. ● If time allows, you can use this activity as a springboard to create your

classroom rules. Extension Ideas

This lesson can easily be extended throughout the entire first week of school to establish your classroom rules and expectations. Here are some ways to continue the conversation. ● During the Self-Respect section, talk about the importance of coming

prepared for school, taking care of your belongings and bringing a coat/hat during the cooler days.

● During the Respect for Others section, introduce your quiet area/corner if you have one. Go over the expectations within this area and the rules for accessing it.

● During the Respect for Community section, introduce any school-wide programs that might tie into this topic. Students in this age group are eager to begin helping out on a larger scale with and without the teacher.

RAK Notebook Questions (See RAK Notebook Project in this unit for more details)


● I take care of myself every day by: ● Allow students to free draw or journal their answers to this prompt.

Encourage complete sentences and concrete examples.

Fortune Teller Instructions

Take a square of paper Fold it over like this Then unfold it Now fold it the other way

Unfold it and it should look like this

Fold all 4 corners to the center of

the square

Your paper should look like this now

Flip your paper over so the folds you just made are turned down.

Fold the corners to the center again.

Fold the other three corners to the center

Write the numbers 1-8 as shown

above—two on each flap.

Open each flap and write a fun fortune under each—four total.

Flip your paper over and draw an

object or color you can spell

(A) Fold the whole paper

sideways, then unfold it. (B) Now fold it up as shown.

Open the bottom and put your

fingers in each of the four openings.

Your fortune teller should

look like this when finished.



Treat Myself with Kindness This lesson dives deeper into self-respect and how students can take ownership over this concept. Students will create a self-respect collage using words (and pictures if desired) to show how they can show self-respect in a variety of ways. Respect Sub-Concept(s) Self-care, Kindness Lesson Timeframe 45 minutes Required Materials ❏ Cardboard or Cardstock

for each student ❏ Magazines or printed images ❏ Glue sticks ❏ Scissors ❏ Basic Art Supplies Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, and Common Core State Standards. Please refer to the Standards Map for more information.


● Explain how self-care demonstrates respect for oneself. ● Identify ways they can treat themselves with kindness and respect.

Teacher Connection/Self-Care As we dive head on into this unit, take time to ask yourself, “How do I show respect to myself? How do I practice self-care?” You must fill yourself up first before you have anything to offer your students! Try creating one positive goal related to self-care each school day to ensure you are putting your needsat the top of the list. Some examples might be, “I choose to focus solely on eating during my lunch break (and not grade papers!),” or, “I choose to write a positive affirmation on the board each morning to remind myself (and everyone who reads it) that each one of us is a valuable member of our classroom and school community.”

Tips for Diverse Learners ● Include simple pictures along with basic text for ways to show

self-respect (Words and Actions) ● Complete a personal self-respect collage to show the class as an

example. ● Prewrite student’s names on their boards if needed. ● Have advanced writers divide the collage into 6 sections and free

write different ways to show self care through actions and words.

Share

2-3 minutes If desired, have the students gather in your community/library area. (You can ask the group while at their desks as well). Ask them to share an example of how they showed self-respect this week at school.

● If you are completing the RAK notebooks (see the first project in this unit), ask each student to share something they drew or wrote down.



Inspire Overview of Self-Respect 5 minutes Explain that the focus today is on self-respect. Our class will go deeper to explore this concept and find ways to be kind to ourselves through actions and words. Remind them of the definition of self-respect you created for your class. Here is the script from the previous lesson in this unit: Self-Respect; Respect starts with yourself! Being kind and respectful to your body and mind will help you feel happy and be ready to show that same level of respect toward others when you come to school. (Examples include eating breakfast, wearing clean clothes, getting plenty of sleep, etc.) T Chart- Self-Respect 5-7 minutes Using your Interactive Whiteboard or a large piece of paper, create a T-chart highlighting ways to show self-respect using both ACTIONS and WORDS. Have the students brainstorm ideas for self-care in both capacities.

● How can we show ourselves respect by our actions? (treating ourselves with kindness, eating healthy, etc.)

● What kind words can we say to ourselves to show self-respect? (I am strong, smart, kind, etc.)

The list can be as long and fantastical as they desire. The goal here is simple brainstorming to get their ideas flowing.

Empower

20 minutes Students will create personal collages using heavy paper or cardstock. They will focus on ACTIONS and WORDS that show self-respect. If you created an example, explain your kind actions and words that encourage self-respect.

● Have students write their names in capital letters in the middle of the cardboard. Encourage them to leave space around their name so it is not covered up as they create their collage.

● Provide Magazines, Clip Art, etc., if possible for pictures that depict people acting or speaking kindly to themselves.

● Students can draw pictures also. ● Students can write words/phrases showing self-respect. ● Students must be able to explain their choices and how they relate

back to self-respect.


Reflect 5 minutes Have each student share 2-3 components of their collage with the class. Encourage others to raise their hands in agreement if they also had similar self-respect actions or words included in their collage.

Treating ourselves with kindness and respect is just as important as showing kindness to others! Remember to always take time to treat yourself with kindness. You will show others how you deserve to be treated and they will do the same!

Extension Ideas

● Students can affix their collages to their desk, cubby, or chair for daily

encouragement. ● Send the collages home and encourage the students to discuss their

collage with a family member. Have students report back one way that a family member is able to show self-respect to themselves that they didn’t think about.

RAK Notebook Questions (See RAK Notebook Project in this unit for more details)

● Do you think it is easier to be respectful to yourself or others? Why? ● Allow students to free draw or journal their answers to this prompt.

Encourage complete sentences and concrete examples.



Time Out! This lesson focuses on Respect for Others as it relates to conflict and problem-solving. Students will work in small groups to identify scenarios when a “time out” can be beneficial or even positive. Groups will then roleplay their scenarios and have others guess what they chose. Respect Sub-Concept(s) Self-care, Kindness Lesson Timeframe 45 minutes Required Materials ❏ Internet Access for video:

https://www.passiton.com/inspirational-stories-tv-spots/121-timeout

❏ Large Screen to view video clip. Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, and Common Core State Standards. Please refer to the Standards Map for more information.


● Develop interpersonal skills used in conflict resolution and teamwork. ● Persevere by expending additional effort and seeking help from

others. (SEL goal under self-management) ● Recognize that listening is an important part of resolving conflict.

Teacher Connection/Self-Care Respect for others combines a myriad of social skills and compromise with individuals that may or may not feel natural to us. Take time out of your day to mentally prepare for difficult situations. Choose to approach each situation with a positive outlook, focusing on cooperation and collaboration. Your approach to difficult situations will ultimately influence every student (and adult!) you encounter.

Tips for Diverse Learners ● Play soft music in the background to set a calm tone and not one of

competitivenesses. ● Enable the closed caption option during the video to help students

with hearing impairments. ● Have each group write a narrative for their roleplay and identify a

narrator to read the story aloud while others act.

Share

3-5 minutes Have the students line up in two lines and face each other. Have them go down the line and show respect to each person without saying a word! They should try to do something different for each person they meet down the line. (Examples: handshake, smile, high five, thumbs up, etc.)

● Have you ever heard the phrase, “Actions speak louder than words”? Respect for others is as much about your actions as it is about your words!





Inspire Overview of Respect for Others 5 minutes Explain that this lesson will focus on how we respect others. Our class will practice respect for others through cooperation and problem-solving. When we work together and focus on a common goal, we show kindness and demonstrate respect. Time Out! Video 10 minutes We are going to watch a clip and I want you to notice how the people in the clip act and the consequences of their actions. Show the Foundation for a Better Life “Time Out” video clip: https://www.passiton.com/inspirational-stories-tv-spots/121-timeout Have a discussion after viewing using the following questions:

● How do you think the people were treating each other? ● Why do you think the girl decided to say something to the two people

who were arguing? ● Why do you think the two people stopped and then apologized? ● Have you ever gotten really upset with someone and then realized

that maybe you could have acted in a different way? What did you do?

● What are some other ways that we can disagree in a way that respects or shows care for the other person?

Empower

20 minutes Students will break up into groups of 3-4 and brainstorm one scenario in which a “time out” would be a good idea before moving forward. You may wish to brainstorm as a class first if students are struggling to feel comfortable in their groups this early in the school year. Each group will present a roleplay to demonstrate their scenario (make sure they include the “time out” in some capacity!).

● Allow each group 10 minutes to brainstorm and plan their roleplay. ● Have each group present their roleplay. ● They can announce their topic or have the class guess (teacher

choice). ● Every student in the group must have a role (narrator, actor, prop,

etc.). After everyone has presented, ask the class, “How can showing respect help when you are trying to solve a problem with someone?”



Reflect

3-5 minutes After watching the video clip, we discussed together how the characters were treating each other and what the little girl did to stop the argument. Sometimes even adults need a time out to calm down and think about how to use kind words and actions.

Extension Ideas

● Students can turn their roleplay into a written story, complete with

illustrations. ● Students can create pictorial roleplay cards for future use during

indoor recess or other cooperative activity times. RAK Notebook Ideas (See RAK Notebook Project in this unit for more details):

● Draw a picture of a situation in which you wish you would have used a time out instead of reacting.

● Describe your picture below.



Building a Respectful Community This lesson focuses on Respect for the Community, both inside the school and beyond. Students will use Legos to build locations within the community and then explain how they can show respect within each location. Respect Sub-Concept(s) Self-care, Kindness Lesson Timeframe 45 minutes Required Materials ❏ What if Everybody Did That?

By Ellen Javernick ❏ Legos (Can use clay as an

alternative) ❏ Cups or Bowls Standards Map This lesson aligns with CASEL Competencies, National Health Education Standards, and Common Core State Standards. Please refer to the Standards Map for more information.


● Examine their community for opportunities to show respect throughout their day to day lives.

● Explain how to show respect in a variety of contexts within their local community.

Teacher Connection/Self-Care Respect for your community is a natural result when one possesses self-respect and respect for others. This is the third piece of the puzzle under the heading of respect. How do you demonstrate respect within your school and your community? Getting involved in organized opportunities allows you to give back in a structured, concrete way. However, don’t overlook the daily random acts of kindness that you have access to within the school and your town. Simple tasks such as cleaning up the campus or turning off unused lights in your home to decrease electricity usage are also valid ways to respect your community. Stay alert to the opportunities presented to you. This will in turn help you pass this practice down to your students.

Tips for Diverse Learners ● Divide the class up into small groups and have them share amongst

themselves to decrease anxiety about public speaking. ● Use larger Duplo blocks instead of Legos for those with dexterity

struggles. ● Allow students to draw a picture or write a paragraph as an alternative

to the building option.



Share

2-3 minutes Using a ball or bean bag, play a brainstorming game to get the class thinking about the community. Starting with the teacher, each person names one place in the community that they have been to this week. They say the location and toss the ball to another person. The next person must repeat the first place and then add another place. No repeats! The ball must be passed to a new person each time. Repeat until everyone has had a turn. You can write the locations on the board if desired to serve as a brainstorm for the activity below. Respecting our School Community takes teamwork and intentional decisions. If we all work together to do little things each day, our school can reflect the respect we have for ourselves and each other as well!

Inspire

Overview of Respect for Our Community/School 3 minutes Explain that this lesson will target how we respect our community. Our class will work towards highlighting areas in our community that allow us opportunities to show respect, even outside of our classroom. To do this, we must first look at what respect for our community means. Using the script from Lesson 1, review the information you have already covered. Read Aloud: What if Everybody did that? By Ellen Javernick 10 minutes Video Link: https://www.youtube.com/watch?v=NVH5XsNDZw4 After reading the book, guide a discussion on the missed opportunities the main character had for showing respect in his community.

● How could he have shown respect in the grocery store? ● How could he have shown respect at the zoo? ● How could he have shown respect while waiting in the car?


https://www.youtube.com/watch?v=NVH5XsNDZw4

Empower

15 minutes Students will use Legos to answer the question, “How can I show respect in our community?”

● Using the questions from the story, students will think about how they can show respect in their own community.

● Provide each student with a bowl/cup of Legos. Note: you can use larger legos for students that have dexterity struggles.

● Discuss some common places where children can show respect if needed. Many students will make the connection back to the book. Examples include the grocery store, the park, the gas station, the zoo, the bus stop, their home, the school, etc.

● Remind them that they must be able to answer the question, “HOW can I show respect in our community?”

○ Ideas might include: pick up trash at the park, make a new friend at school, put away a stray cart at the store, greet the bus driver as they board, etc.

● Allow 10 minutes for creating. Circulate and discuss the creations with students as time allows

Reflect

10 minutes Have each student share their creation and justification in a group setting (can be small or large group depending on the makeup of your class). After all the presentations are completed, ask the class the following questions:

● What can you do when you see disrespect in any of these locations? ● How can you show respect when talking to others about how they

are treating the community? Extension Ideas

● Organize your Lego creations by where they are located in your

community. Work together as a class to create a Community Respect map with every Lego creation highlighted with a star. As a class, try to accomplish each goal. Students can report back and you can add a sticker to each location as they spread kindness and respect throughout the community!

RAK Notebook Questions (See RAK Notebook Project in this unit for more details):

● Using your Lego creation as a springboard, create a story about a boy/girl that shows respect in your area.

● What did things look like before they stepped up? ● How were they able to use respect to make a change?


Respect 3rd Grade • Project 1

Interactive RAK Notebook One way to apply the Random Acts of Kindness principles throughout the year is to create an Interactive RAK Notebook beginning within this first unit. This simple composition notebook will allow you to infuse daily journal/writing time with the vocabulary of this program to expand the kindness conversation beyond 45 minute lessons once a week! Respect Sub-Concept(s) Self-care, Kindness Project Timeframe 25-30 minutes Required Materials ❏ Composition Notebook (standard

notebooks work as well) ❏ Basic art supplies ❏ Construction paper ❏ Glue ❏ Tabs (can use masking tape to make

tabs if needed)

Step 1: Have each student design the cover of their RAK notebook. The cover must include their name in some fashion. Encourage them to add things that make them special or set them apart from others. Examples might include hobbies, personal interests, favorite colors, subjects, animals, etc. To create a cover, have each student measure a piece of construction paper to the size of the notebook and glue it down. Then have them decorate the cover. Step 2: Create a table of contents on the first page. Label it with all 6 Unit topics:

❏ Respect ❏ Caring ❏ Inclusiveness ❏ Integrity ❏ Responsibility ❏ Courage

Step 3: Place a tab on the next page and label it Respect. You will need to add a new tab as you enter a new unit. Step 4: Look for prompts on when to use this RAK notebook in the Extension Activities section of every lesson for this 3rd grade curriculum. You can do as little or as many of the activities as you like. One idea is to use the RAK notebooks in place of your normal journaling prompts. This allows your class more exposure to the concepts and infuses your class with kindness through daily activities as well!


Respect 3rd Grade • Project 2

What Does Respect Look Like? Bulletin Board Respect looks different to many people. However, we can learn a great deal by not only asking others what respect means to them, but also honoring our differences in a kind and positive manner. This interactive bulletin board gives teachers and students an opportunity to answer the question, “What does respect look like?” Respect Sub-Concept(s) Self-care, Kindness Project Timeframe 25-30 minutes Required Materials ❏ Basic Bulletin Board supplies ❏ 1 box of tacks ❏ Index cards ❏ A pocket (can be made with

construction paper) ❏ 2 markers or pens for

writing/drawing

● Create a bulletin board with the question, “WHAT DOES RESPECT LOOK LIKE?” in the middle.

● As a class, brainstorm ideas to answer this question. ● Have each student write or draw their answer on an index card and

affix their card to the bulletin board with one of the tacks provided. ● Write a brief explanation for passersby, encouraging them to join in

the conversation by answering the question themselves and tacking up their answer!

● At the end of the unit, take down all of the answers and review them as a class. Which answers were the most unusual? Which answers had you never thought about before now? How can we incorporate these new ideas into our classroom to increase kindness and respect?


3rd Grade

Hello Parents and Guardians, Welcome to Unit 1 of our Kindness in the Classroom curriculum. For the next 4-6 weeks we will be learning all about RESPECT. Since this topic is already known by many of our students this year, we will be diving deeper into the following topics: TOPIC QUESTIONS WE’LL BE EXPLORING HOW YOU CAN HELP AT HOME Self-Respect ● How can we show ourselves respect?

● How do we treat ourselves with kindness?

Talk with your child about the importance of respecting yourself in everything you think, say, and do! Respect starts with YOU.

Respect for Others ● How do we treat our classmates, our family, our friends?

● How do our words and actions affect others?

Help your child look at how they use kind words and actions to show respect for others in their immediate world.

Respect for Our School

● How do we care for our classroom andthe things in it?

● How do we show respect for our school?

Talk with your child about the importance of respecting school property, including school supplies, technology (like computers/tablets), and playground toys.

Key activities we’ll be doing:

● Design a Respect fortune teller craft! ● Create a Self-Respect collage! ● Practice taking time out during difficult conversations! ● Use teamwork to build a respectful community! If you have any questions about our Kindness in the Classroom lessons, please feel free to contact me at anytime. We are on this kindness path together! Sincerely,

TRY THIS AT HOME! Be on the lookout for your child’s Self-Respect collage. Discuss the different items on the collage and the reason behind their selections. Share one way you practice self-respect daily as well to encourage this behavior beyond this unit!

© The Random Acts of Kindness Foundation. All Rights Reserved. www.randomactsofkindness.org

http://www.randomactsofkindness.org/

3rd Grade Standards Map

Respect 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: Respect Fortune Tellers CASEL NHES Common Core

Self-awareness Identifying emotions Accurate self-perception Recognizing strengths Self-management Impulse control Self-discipline Self-motivation Social awareness Perspective-taking Empathy Appreciating diversity Respect for others Relationship skills Communication Social engagement Relationship-building Teamwork Responsible decision-making Analyzing situations Evaluating Reflecting Ethical responsibility

Standard 1. Understanding concepts 1.5.2 - Identify examples of emotional, intellectual, physical, and social health. Standard 4. Interpersonal communication 4.5.1 - Demonstrate effective verbal and nonverbal communication skills to enhance health. Standard 5. Decision-making 5.5.1 - Identify health-related situations that might require a thoughtful decision. Standard 7. Practicing healthy behaviors 7.5.1 - Identify responsible personal health behaviors. 7.5.2 - Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health. Standard 8. Advocating 8.5.1 - Express opinions and give accurate information about healthissues.

English Language Arts Standards Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.3.1.B Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. CCSS.ELA-LITERACY.SL.3.1.D Explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-LITERACY.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. CCSS.ELA-LITERACY.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language: CCSS.ELA-LITERACY.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.3.5 Demonstrate understanding of figurative language, word relationshipsand nuances in word meanings. CCSS.ELA-LITERACY.L.3.5.B Identify real-life connections between words and their use (e.g.,


https://casel.org/core-competencies/

https://www.cdc.gov/healthyschools/sher/standards/index.htm

http://www.corestandards.org/read-the-standards/

http://www.corestandards.org/read-the-standards/

describe people who are friendly or helpful). CCSS.ELA-LITERACY.L.3.5.C Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).


Lesson 2: Treat Myself with Kindness

CASEL NHES Common Core

Self-awareness Identifying emotions Accurate self-perception Recognizing strengths Self-confidence Self-efficacy Self-management Self-discipline Self-motivation Relationship skills Communication Social engagement Responsible decision-making Analyzing situations Reflecting

Standard 1. Understanding concepts 1.5.2 - Identify examples of emotional, intellectual, physical, and social health. Standard 4. Interpersonal communication 4.5.1 - Demonstrate effective verbal and nonverbal communication skills to enhance health. Standard 5. Decision-making 5.5.1 - Identify health-related situations that might require a thoughtful decision. Standard 7. Practicing healthy behaviors 7.5.1 - Identify responsible personal health behaviors. 7.5.2 - Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health.

English Language Arts Standards Writing CCSS.ELA-LITERACY.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.3.1.B Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. CCSS.ELA-LITERACY.SL.3.1.D Explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-LITERACY.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. CCSS.ELA-LITERACY.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language: CCSS.ELA-LITERACY.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.3.5 Demonstrate understanding of figurative language, word relationshipsand nuances in word meanings. CCSS.ELA-LITERACY.L.3.5.B Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). CCSS.ELA-LITERACY.L.3.5.C Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).


Lesson 3: Time Out! CASEL NHES Common Core

Self-awareness Identifying emotions Accurate self-perception Self-management Impulse control Self-discipline Self-motivation Social awareness Perspective-taking Empathy Respect for others Relationship skills Communication Social engagement Relationship-building Teamwork Responsible decision-making Identifying problems Analyzing situations Solving problems Evaluating Reflecting Ethical responsibility

Standard 1. Understanding concepts 1.5.2 - Identify examples of emotional, intellectual, physical, and social health. Standard 4. Interpersonal communication 4.5.1 - Demonstrate effective verbal and nonverbal communication skills to enhance health. Standard 5. Decision-making 5.5.1 - Identify health-related situations that might require a thoughtful decision. Standard 7. Practicing healthy behaviors 7.5.1 - Identify responsible personal health behaviors. 7.5.2 - Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health. Standard 8. Advocating 8.5.1 - Express opinions and give accurate information about healthissues. 8.5.2 - Encourage others to make positive health choices.

English Language Arts Standards Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.3.1.B Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. CCSS.ELA-LITERACY.SL.3.1.D Explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-LITERACY.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language: CCSS.ELA-LITERACY.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.3.5 Demonstrate understanding of figurative language, word relationshipsand nuances in word meanings. CCSS.ELA-LITERACY.L.3.5.A Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). CCSS.ELA-LITERACY.L.3.5.B Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). CCSS.ELA-LITERACY.L.3.5.C Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).


Lesson 4: Building a Respectful Community CASEL NHES Common Core

Self-management Impulse control Self-discipline Self-motivation Social awareness Perspective-taking Empathy Appreciating diversity Respect for others Relationship skills Communication Social engagement Relationship-building Responsible decision-making Identifying problems Analyzing situations Solving problems Evaluating Reflecting Ethical responsibility

Standard 1. Understanding concepts 1.5.2 - Identify examples of emotional, intellectual, physical, and social health. Standard 4. Interpersonal communication 4.5.1 - Demonstrate effective verbal and nonverbal communication skills to enhance health. Standard 5. Decision-making 5.5.1 - Identify health-related situations that might require a thoughtful decision. Standard 7. Practicing healthy behaviors 7.5.1 - Identify responsible personal health behaviors. 7.5.2 - Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health. Standard 8. Advocating 8.5.1 - Express opinions and give accurate information about healthissues.

English Language Arts Standards Reading: Literature Key Ideas and Details: CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.3.1.B Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. CCSS.ELA-LITERACY.SL.3.1.D Explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-LITERACY.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. CCSS.ELA-LITERACY.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language: CCSS.ELA-LITERACY.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.3.5 Demonstrate understanding of figurative language, word relationshipsand nuances in word meanings. CCSS.ELA-LITERACY.L.3.5.B Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).


Documents

Unit Introduction · 2019-10-30 · framework of Inspire, Empower, Act, Reflect and Share. Each lesson starts with the ‘share’ step to reinforce learning from previous lessons