unit introduction - health unit · 4th grade unit introduction sub-concepts covered: compassion,...

4th Grade Unit Introduction

Sub-Concepts Covered: Compassion, Gratitude, Helpfulness, Empathy, 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. In this unit, students learn how to care for themselves and for others. Lessons 1 and 2 give students strategies for understanding and managing stress so they can care for themselves, and Lessons 3 and 4 give students an opportunity to identify ways they can care for others. Lesson 4 focuses specifically on empathy and how students can show compassion for others through empathy, by personally identifying with situations they observe or are part of.

Unit Objective Students will:

● Identify strategies to help manage stress and improve self-respect. ● Discuss the concepts of caring and compassion. ● Understand the definition of empathy.

Student Introduction Welcome to the Caring Unit! You will learn a number of valuable skills in this unit that will help you better care for yourself and for others. For example, you will learn how to identify what causes you stress and how to manage it so you are less stressed. You will also learn what it means to show care and compassion for others, particularly through a skill we call empathy. Empathy is the ability to relate to someone who is experiencing something you have also experienced. When we empathize with others, we can more easily show care and compassion for them. The lessons in this unit will show you how you can become a more caring person!

● Recognizing good and bad stress ● Strategies to manage and reduce stress ● Caring for others in your community ● Empathy

Let’s get started with our first lesson!

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

Unit Lessons Lesson Title Lesson Objectives Materials Required Lesson 1 Take Five

● Compare/contrast good and bad stress. ● Identify strategies to help manage stress

and improve self-respect.

❏ White or colored paper - ideally cardstock - for students to

❏ trace their hands ❏ Markers

Lesson 2 Give Five

● Recognize what causes them stress. ● Examine how everyone is stressed by

different things. ● Develop five strategies to care for others

when they are feeling stressed.

❏ White paper/cardstock, like what was used in Lesson 1

❏ Markers ❏ Stressed Activity Signs (can be on paper,

cardboard, or even written on the white/smart board if there is room)

Lesson 3 Dear Me: A Letter on Compassion

● Discuss the concepts of caring and compassion.

● Watch compassion in action through the video about Joshua’s Heart.

● Reflect on the main ideas of the video and relate them to their own personal opportunities to show caring and compassion.

● Write a letter to themselves talking about how they might get more involved in caring for their communities.

❏ Dear Me worksheet or student notebook paper

❏ Letter-sided envelopes, one for each student

Lesson 4 What Would You Do?

● Understand the definition of empathy. ● Reflect on hypothetical situations that

trigger empathy and formulate a response.

❏ What is the Kind Thing to Do? Worksheet (see lesson)


Unit Projects Project Title Project Overview Materials Required Project 1 Caring Lapbook

Students are going to make a lapbook about what they have learned in the Caring Unit. The big topics include caring, kindness, self-care, reducing stress, compassion, and empathy. Students can include as many of these topics as they wish or they can focus on the one or two they feel is most important to them. The purpose of the lap book is to allow students to reflect on and share their learning in a creative and hands-on way.

❏ Folders or large pieces of construction paper

❏ Scissors ❏ Markers ❏ Magazines (for cutting out images/words) ❏ Lapbook templates (if desired)

Project 2 Empathy Obstacle Course

Students engage in a variety of activities made more difficult than usual because they are somehow disadvantaged. Students move through an empathy obstacle course, first, at full ability and, second, with imposed limitations. Students are timed on both experiences and there is opportunity at the end of the project to discuss their experiences and the difference between being able to move through the course without limitations and with limitations.

❏ Large classroom space or gym space ❏ Jump rope ❏ Two pieces of paper; one that reads,

“Fourth grade is the best!” and one that reads “La quatrième année est la meilleure!”

❏ Masking tape to put a zig zag line on the floor

❏ One tie shoe ❏ One oven mitt or winter glove(s)


Caring 4th Grade • Lesson 1

Take Five This lesson gives students a working definition of stress and allows them to distinguish between negative and positive stress. It also gives students an opportunity to identify five practical stress-relieving strategies they can use when they find themselves in stressful situations. The aim is to give students real-time self-care strategies so they can minimize bad stress and maximize self-respect. Caring Sub-Concept(s) Compassion, Kindness Lesson Timeframe 25-30 minutes Required Materials ❏ White or colored paper - ideally

cardstock - for students to trace their hands

❏ Markers 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:

● Compare/contrast good and bad stress. ● Identify strategies to help manage stress and improve self-respect.

Teacher Connection/Self-Care In the first unit we talked about the importance of self-respect as a building block for respect within our world. This unit our focus is on Caring, which incorporates compassion, helpfulness, gratitude, and empathy. Caring is defined as feeling and showing concern for yourself and others. With this definition in mind, try to evaluate how you care for yourself. Self Care is a vital tool to ensure we have time to reboot. It is not selfish to provide time each day to just focus on YOU. What do you do just for you each day? If the answer is difficult to identify, brainstorm some ideas on how you can care for yourself daily. If you’ve already started this process, attempt to expand or deepen your self care to include long term goals (such as working out or taking a fun class). If you don’t care for you, how can you expect to provide solid care for others?

Tips for Diverse Learners ● Be sensitive to students who suffer from medically-diagnosed stress

disorders or depression; we are not talking about that level of stress in this lesson, but it may trigger students to share their experiences.

● Allow students with limited language or writing capabilities to draw pictures of their “Take Five” strategies.

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

https://www.randomactsofkindness.org/lesson-plans/4_Caring_Unit_Standards_Map.pdf

Share

3-5 minutes Welcome to the Caring Unit! Who remembers the subject of our last unit? Invite student responses. Correct! It was respect. Respect is very important, not only in our classroom, but in life! When we show respect, we are showing and demonstrating kindness. Can someone share the four areas we show respect? Invite student response. Answers should include: self, others, things, or places. Good! We are expected to offer respect and kindness to ourselves, to others, to things, and to places. A large part of what makes us capable of showing respect to ourselves and to others is our ability to care. Caring is defined as feeling and showing concern for others. In this unit, we'll talk about how we care - or show feeling and concern - for ourselves and for others. Let’s begin with ourselves. Something that can make us to forget to treat ourselves with care is stress. Can someone share their definition of stress? Invite student responses Good! Stress to me is ______________. I feel stress when ___________ (offer personal definition and example). Turn to your neighbor now and share one thing that makes you feel stressed.

Inspire

7-10 minutes Watch this 5-minute video about what stress is and how we can manage it: https://www.youtube.com/watch?v=s93ywqFa6CM


https://www.youtube.com/watch?v=s93ywqFa6CM

Empower

10-15 minutes Because our first job should be to respect and care for ourselves, we need to be on the lookout for things that make us feel worried, anxious, or upset. The things that make us forget to treat ourselves with the respect and kindness we deserve. These are the types of stress that can be bad for us. Some stress - like the excitement or adrenaline we feel when we are going to compete in a game or play an instrument at a recital or take a test or perform in a play - can be really good for us. But even that type of stress and excitement needs to be managed or we’ll start feeling overwhelmed by it. Knowing how to manage all forms of stress is important for our self-care and self-respect! So, now you are going to identify five things that you can do to help manage or relieve your stress. It’s called “Take Five” and you are going to write these strategies on an outline of your hand. The trick will be that we can use only one or two words for your stress-reliever so they can fit on your hand and so they are easy to remember. Before you can do this, you might first think about some of the things that bring stress in your life. Here is an example: Stressor: I feel anxious when I have to go to another person’s house. Stress-Reliever: Breathe! What I will do on my hand outline is write BREATHE on one of the fingers or my thumb (do this as an example). What are some other one-word stress relievers that you can think of? Examples could include:

● Exercise ● Move ● Sing ● Squeeze ● Pray ● Talk ● Dance ● Relax (this is okay, but isn’t very specific) ● Count

Ok! Take this piece of paper (handout paper or, better, cardstock) and trace one of your hands. Do not cut it out just yet. Write all of your stress-relieving strategies first; remember, use only five and put one on each finger and your thumb. When you are done, you can color or decorate your hand. Ultimately, we will cut these out. I want you to put them in your locker/cubby space, inside your journal/notebook, or tape it to your desk (this may not be practical if students switch rooms) to remind yourself of what you can do when you need to “Take 5” and de-stress.


Reflect 5 minutes Invite students to share their strategies by showing their hands. Show your own example first and display it where they can see it. Give students one minute to place their hand cut-out in a spot where they might need stress-management strategies the most.

Extension Ideas

● Invite parents to make a Family Take 5 to post at home for the

household to help manage stress. ● Have students work on a classroom “handbook” on self-care,

self-respect, and stress management. It could serve as a future “weekly feature” where you highlight one new stress management technique each week and encourage students to use it that week when they feel overwhelmed. Or, lead students collectively in a stress-management activity before a big test or project.

● Have students make (either in school or at home) stress balls: https://copingskillsforkids.com/blog/homemade-stress-balls


https://copingskillsforkids.com/blog/homemade-stress-balls


Give Five This lesson builds on previous lessons in this unit. Stress comes from both internal and external stimuli. We don’t always have control over our surroundings, but being aware of what is the cause of the stress can help us know where to start with stress relief and relaxation. It can also help us recognize stress in others and offer up care and concern to help them through a difficult or stressful situation. In this lesson, students will self-assess stress triggers and develop five strategies they can use to help others cope with stress. Caring Sub-Concept(s) Gratitude, Helpfulness, Kindness Lesson Timeframe 30-40 minutes Required Materials ❏ White paper/cardstock, like what was

used in Lesson 1 ❏ Markers ❏ Stressed Activity Signs (can be on

paper, cardboard, or even written on the white/smart board if there is room)

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.


● Recognize what causes stress. ● Examine how everyone is stressed by different things. ● Develop five strategies to care for others when they are feeling

stressed.

Teacher Connection/Self-Care Helpfulness. The word alone can bring both positive and negative images to mind. Are you the type to help with everything? Or are you one that avoids helping because you can’t seem to find the time? Finding a balance when it comes to helpfulness is vital for self preservation in this profession. Establishing and maintaining clear boundaries with your team, your school, and yes, even your own family will help you better organize your time, thus allowing you to either pair down on the help you are providing or find time to actually pitch in on more occasions. Helpfulness is a terrific character trait, but can often be over-expected with teachers. Speak up when you are taxed. No one likes a grumpy helper! Need ideas on HOW to say no? Check out this resource: http://teacherhabits.com/effective-way-teachers-say-no/

Tips for Diverse Learners ● The images will be helpful for eliciting a response from most students;

having access to written situation explanations might help, too. ● Tailor the images/situations to best suit your students; it is

recommended you avoid explicit triggers such as stressful home situations, images of poverty, etc.

● Allow students with limited language or writing capabilities to draw pictures of their “Give Five” strategies.



http://teacherhabits.com/effective-way-teachers-say-no/

Share

2-3 minutes Ok, everyone hold up one of your hands in a big high-five. Now, turn to the person next to you and give them a high five and then tell them your “Take Five” strategies for relieving stress that we worked on in the last lesson. Okay, go!

Inspire

15-20 minutes To save time on this section of the lesson, take time before class to prepare the room: post the stressed, not stressed, and somewhat stressed signs on the walls (templates below) and prepare images to project images on smart board (if this is not an option, you can write the situations on the board). Move chairs out of the way so that students can easily walk to the signs during the activity. Alternatively, you can have students show on their fingers from 1-10 how stressful each situation is to them. It is important to realize that we each have similar yet unique ways that we help take care of ourselves when we feel stressed. You might have noticed some similarities and some differences in your partner’s Take Five. Not everyone gets stressed out by the same things and not everyone uses the same methods to calm down. Still, it is helpful to figure out what makes you feel stressed, so you can think about how others might be feeling as well. This is called empathy, and we’ll talk about that later in the unit. For now, though, we are going to look more closely at some common stressors we might face and examine how they affect us. So, now I will show you a series of pictures (or write down a series of situations, if applicable) and you are going to decide how stressed the situation makes you feel: just a little stressed, very stressed, or somewhere in between. Once you decide, go stand by the sign that best represents your stress response. Show each image, one at a time. If there are a lot of variations in how students feel about a particular image, discuss why students have that particular opinion about the situation. Add any scenarios or illicit suggestions from students such as: moving, starting a new school, missing someone, etc. (Continued on next page) Situations: Giving a presentation in front of your classmates or the whole school:


Playing in an important sports game and trying to score the winning point:

Flying on an airplane:


Getting a shot at the doctor’s office:

(Continued on next page) Taking a test:


Crying babies:

Continued on next page... Going to a birthday party for someone else:


Isn’t it interesting how we all respond to different situations of stress in different ways. Some stress is good stress, like playing in the big game. You are probably feeling adrenaline and excitement, which causes your body to perform at a higher level. It can easily turn into bad stress, though, if you take yourself too seriously or, if you lose, you are unkind to yourself or to others. Some of us don’t like flying on an airplane; others of us don’t mind at all and even like it! And almost all of us don’t like getting a shot! Isn’t that funny how we are highly stressed over something that is designed to help us feel better and be healthy? Why do you think things like going to the doctor or to the dentist cause stress in our bodies? Invite student response. This is a good opportunity to talk about reality vs. perception and the fear of what we don’t know or believe to be harmful/painful. It is safe to say that we all experience stress but that we all experience it differently and in response to different things. What causes me stress may not cause you stress. That doesn’t mean that my level or response to stress is any more or less important than yours; it simply means we respond differently to things. Links to the photos above if you want to show these on a smart board: https://pixabay.com/en/child-scene-education-people-read-937643/ https://pixabay.com/en/fun-play-soccer-boys-sport-3023031/ https://pixabay.com/en/airplane-travel-flight-seat-window-1209752/ https://pixabay.com/en/vaccination-impfspritze-medical-2722937/ https://pixabay.com/photos/homework-school-problem-number-2521144/ https://pixabay.com/en/baby-newborn-tears-sad-cry-scream-408262/ https://pixabay.com/en/girls-kids-anniversary-party-cake-1092936/


https://pixabay.com/en/child-scene-education-people-read-937643/

https://pixabay.com/en/fun-play-soccer-boys-sport-3023031/

https://pixabay.com/en/airplane-travel-flight-seat-window-1209752/

https://pixabay.com/en/vaccination-impfspritze-medical-2722937/

https://pixabay.com/photos/homework-school-problem-number-2521144/

https://pixabay.com/en/baby-newborn-tears-sad-cry-scream-408262/

https://pixabay.com/en/girls-kids-anniversary-party-cake-1092936/

Empower

10 minutes It is important that when we feel ourselves getting stressed or when we see someone else who is stressed that we respond with care. We talked in the last lesson about how we can take care of ourselves when we feel stress. Now, let’s talk about what we can do to help someone else when they are stressed. In the last lesson, you traced one of your hands and wrote down five stress-relief strategies that you can use to calm down. We called this “Take Five”. Now, you are going to trace the other hand and write down five caring things you can do for someone you know is experiencing stress. We will call this the “Give Five.” Before we start, though, let’s brainstorm some things we can do to help care for another person who is experiencing stress. Take a few minutes to do this; write ideas on the board. Ideas might be things like: give a hug, offer to help, sit with them, talk with them, help them breathe. These may be longer than the shorter, single-word strategies on the Take Fiveactivity. Now, trace your opposite hand and pick five strategies you can write down, one per finger/thumb. Write “Give Five” in the center, and then you can decorate your hand when you are done.

Reflect

5 minutes It will be important to be on the lookout for others who are experiencing negative stress. If you see someone who is struggling, think about your Give Five strategies and try offering it. If you can tell your parent or guardian is really tired and stressed after a long day, how can you help? Does that person need a hug? You will be amazed at how much less stressed you feel, too, when you care for someone else.

Extension Ideas

● Short videos for brain breaks and mindfulness moments (requires free

account): www.gonoodle.com ● List of resources for relaxation: www.kidsrelaxation.com


https://www.gonoodle.com/

http://www.kidsrelaxation.com/


Dear Me: A Letter on Compassion This lesson gives students an opportunity to look at caring for their broader communities, even when the problems their communities face are large. There is ample time for both group discussion and personal reflection as students watch how one boy developed an organization to address local hunger in his community. Students will empower themselves through a personal letter they will write and the teacher will eventually give back, ideally reminding students of their own ideas and calls to action. Caring Sub-Concept(s) Compassion, Helpfulness, Kindness Lesson Timeframe 30-40 minutes Required Materials ❏ Dear Me worksheet or student

notebook paper ❏ Letter-sided envelopes, one for each

student 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.


● Discuss the concepts of caring and compassion. ● Watch compassion in action through the video about Joshua’s Heart. ● Reflect on the main ideas of the video and relate them to their own

personal opportunities to show caring and compassion. ● Write a letter to themselves talking about how they might get more

involved in caring for their communities.

Teacher Connection/Self-Care The act of compassion for others often seems easy for us adults when we are watching a moving documentary or a news broadcast. However, the struggle to show compassion within our own community is at times a bit more difficult. We become immune to the homeless person with the sign or the single mother struggling with the packages. This week take a concentrated look around your community, your school, and even your classroom. Who might be in need that you may have overlooked in the past? Dialing in your compassion to your immediate surroundings can really increase the connectivity with your students, your peers, and your community as a whole. When we are connected we are present, so take a look around. Who has fallen through the cracks? How can your compassion help you remain connected with your school?

Tips for Diverse Learners ● Watch the video clips more than one time. ● Show the questions as they watch the clip or listen to you describe the

foundation; consider writing the questions on the board or giving the students the printed questions.

● Have students discuss their responses to the questions with a partner before responding to the whole group.

● Allow students to write their letters in their native language if that will help them share their ideas with their parents; ask them to also have a short English version, though, so you can provide feedback.



Share

2-3 minutes Ok, everyone hold up one of your hands in a big high-five. Now, turn to the person next to you and give them a high five and then tell them your “GIVE Five” strategies for helping others relieve stress that we worked on in the last lesson. Okay, go!

Inspire

15-20 minutes In the last lesson, we all looked at images (or discussed situations) that showed us a stressful situation, either a positive stress situation or a negative stress situation. And we discovered that we all experience stress a little differently but that we all experience stress. We also talked about some ways we can try to help others through a stressful situation. The feeling we have when we see others stressed or hurt or lonely or struggling and we want to help them is called compassion. How many of you have heard this word before? Compassion is often something we don’t plan to feel; it is simply something that wells up inside us when we see someone in need. Sometimes, though, we aren’t sure how to help, or we don’t think we can help, so we turn our compassion meter down. Or, sometimes someone else’s pain or struggle or loneliness makes us feel uncomfortable or stressed ourselves, so we decide not to help them. And, sometimes, the problem IS too big for us, but that doesn’t mean we ignore it. When you are faced with a problem or when you see someone else in distress, but you by yourself cannot help, what are some things you can do? Invite student response. We are going to watch a short video about a boy who felt compassion and the desire to help others in his community but didn’t know how to start. He took his feelings of compassion for others in need and, with the help of others, turned it into real and meaningful action. Let’s watch: Watch Joshua, Feeding Those in Need | Citizen Kid by Disney: https://www.youtube.com/watch?v=hZHtn4_Xtgc If you cannot play the clip, here is a synopsis: One way we can make a difference is by helping people who don’t have enough food. Perhaps you have collected canned food at school or brought it to the local food bank. One boy, Joshua Williams, even started his own organization in Miami, Florida, to help stomp out world hunger. When Joshua was four and a half years old, he saw a homeless man on the street and realized he wanted to figure out a way to help him. With his mom’s help, Joshua created the Joshua’s Heart Foundation in 2006; since then, he has worked with more than 3,000 volunteers (1,200 kids and 2,000 adults) who have distributed close to a million pounds of food to people in his community! Countless people have been helped and are very thankful that Joshua cared enough to provide them with the food they need.


https://www.youtube.com/watch?v=hZHtn4_Xtgc

Empower

5 minutes Now let’s talk a bit about what we watched! You can do this as a large group or in small groups.

● Why do you think Joshua Williams wants to help others? ● From information on this organization’s website, we know that

Claudia, Joshua’s mom, supports what he is doing. How do you think our families or the people we live with can help us learn how to care for others and our community? Are there things you are already doing as a family to help care for others?

● People in the clip seem grateful for the food they received. The video says Joshua and the volunteers have given out 400,000 pounds of food, but it is now closer to a million pounds! Do you think being grateful and thankful for what others do for us is important? Why or why not?

● Do you think it is our responsibility to care for and support others in the community? In what way?

● Do you think what Joshua did was extraordinary? These are all great answers! Now, let’s take some time to think about how this can personally apply to each of us. Pass out the “Dear Me” worksheets or invite students to get out a piece of paper if you are not using the worksheet. You are going to write yourself a letter answering this question: How do you think you could make a difference in your community? It starts with “Dear Me,” Then, write a few sentences about what we have been learning in these lessons; so far, we have talked about respect and stress and now compassion and caring. Next, describe how seeing the video about Joshua impacted how you feel about caring for others, even if the problem seems too big for you. Finally, write down a few things you think you could do to help care for those in your community; how you could make a difference. Remember that your community could be the city and those in it, our school community, your immediate neighborhood, or your family. Where do you see a need that you could care for, either on your own or with the help of someone else? When you are done with your letter, sign it and put it in the envelope I am going to hand out to you, but do not seal it! Put your name on the outside of the envelope and drop them off in this basket on my desk.


Reflect

5 minutes There are small things each of us can do to show generosity and kindness to others in our community and around the world. These small acts can be a ripple in the water that spreads out to other community members. Joshua started with an idea that he wanted to help a homeless man, and now he has helped provide food to hundreds of people. You just wrote down some ideas for how you might care for others around you. I will look over your ideas and I will eventually give these back to you so you can be reminded of how you think you might care for others. I look forward to seeing all of your good ideas; maybe there will be something we can even do together as a class.

Extension Ideas

● If you want to incorporate a research element, these websites provide

good ideas for what kids can do to show caring and kindness: 5 Ways to Help Children Care More About Others Ripple Kindness Project: How You Can Make A Difference

● You can return the letters to students in any number of ways and at any time; maybe end of the quarter, end of the Inclusiveness Unit (which is closely tied to respect and caring), at conferences or, maybe you mail them to the student at home over a long break. You might also consider writing a personal note to each students commenting on how you’ve seen the student caring for others at school, encouraging that student to continue the good work.


https://www.randomactsofkindness.org/the-kindness-blog/2937-5-ways-to-help-children-care-more-about-others

http://ripplekindness.org/community-project/for-kids/how-you-can-make-a-difference/

Dear Me Worksheet

Date_______________

Dear Me: In our kindness units so far, we have been learning about: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Today we watched a video about a boy named Joshua who started a program that helps feed people who do not have enough food. This is a big problem that one kid decided he could help solve! As I watched the video, I felt: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Here is where I see a need in our community (could be family, school, or general community): ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ And here are some things that I think I could do to help care for those in our community: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Sincerely,



What Would You Do? This lesson helps students understand empathy and how to activate it during everyday situations both at school and at home through a scenario discussion activity. Depending on your students and the time allotted, this activity can be adjusted to suit your needs; students can work in small groups or in large, choosing to talk, write, and present their ideas or use role playing instead. Students could work independently on their responses and then do a think, pair, share. There are many ways to work through the situations presented in the closing worksheet. Note that more time is given to the end of this lesson (Empower and Wrap Up) so plan your time accordingly. Caring Sub-Concept(s) Compassion, Empathy, Kindness Lesson Timeframe 45 minutes Required Materials ❏ What is the Kind Thing to Do?

Worksheet 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.


● Understand the definition of empathy. ● Reflect on hypothetical situations that trigger empathy and formulate

a response.

Teacher Connection/Self-Care Compassion and Empathy go hand in hand. When you experience that tug of compassion, you are often able to express empathy simultaneously. Last week we focused on paying closer attention to the frequently forgotten in your community. This week, the challenge goes even deeper. Pick one personin your community to empathize with and place yourself in their shoes for one day. What is their day like? What struggles might they encounter? What might be the highlight of their day? If possible, try and live one day the way they would. If this isn’t possible, try visualizing the day or journaling about it. Compassion leads us to feel emotions. However, true empathy allows us to place ourselves squarely in the place of the other person, with their highs and lows, their struggles and their celebrations. This simple exercise can help you practice empathy more readily with all different people both locally and internationally.

Tips for Diverse Learners ● Taking notes or making a presentation might be challenging for some

students; to ensure that all students are in a situation where they can maximize their participation and engagement, you may want to pre-arrange the groups.

● Read each scenario out loud first before breaking up the groups to ensure they are heard correctly and clearly.

● Circulate the room as groups work to help ensure inclusion of all members.



Share

3-5 minutes In our last lesson, we talked about how we can show compassion and care for other people. We wrote letters to ourselves that outline how we might carefor others in our community. You’ll get those letters back sometime when you do not expect it and I hope they remind you of the impact you can have when you care for other people! Think for a minute about who cares for you. Call out the name of someone who cares for you; go! This gets a bit loud and chaotic but it’s fun to fill the air with the sound of kids acknowledging those who care for them. If it will be a problem to regain control after about 30 seconds to 1-minute of call-outs, have students do this in a more organized way.

Inspire

3-5 minutes That was really empowering to hear about all the people who care for us. We just filled the air with the names of people who care! Isn’t that cool? Now, in Lesson #2 where we talked about the things we could do to “Give Five” to someone else, to help someone else cope with stress and to help them work through a problem, I mentioned the word empathy. Does anyone have any idea what this word means? Invite student response. Empathy means we are able to understand another person’s feelings or point of view because we have had the same or a similar experience. So, for example, if one of you breaks your arm, I can empathize or understand your pain and frustration because I, too, have broken my arm. Feel free to modify this example so that it is true for you. When we have empathy for another person, we are able to genuinely respond to their emotions and feelings in a way that makes that person feel heard and understood. Empathy can work in times of excitement and joy, too! If you are going on a special trip to Disney World, for example, I can empathize or understand your excitement because I have been to Disney World and I know how amazing it is. I can feel excited for you because I know all the fun you are going to have. Empathy is a really powerful emotion.


Empower

7-10 minutes Ok, now you are going to break up into six different groups. Each group gets one scenario to read and then answer the questions. After all the groups are done, we will come back together as a large group to look at each scenario and your group’s response to it. So, you should pick a reader, a note taker, and at least one presenter. You can have students take notes on notebook paper, on their scenario sheet, or on a large sticky note pad that they can hang up behind them on the board as a mini-visual presentation. Use the “What is the Kind Thing to Do?” worksheet included below. Give students about 10 minutes to read their scenario and talk through their answers.

Reflect

5 minutes Take time for each group to present. This can be at the end of the day as part of the wrap-up or exit ticket strategy. Upon presenting, students can earn an exit ticket. Be sure to highlight empathy in the discussion; each scenario asks students if they have been in a similar situation. Ask, “How did it feel? What made a difference for you?” Open this up to others in the larger group.

Extension Ideas

● Students could role play the ideas on the scenario cards (instead of

presenting), or they could role play and then have a student in the group ask questions of the audience or explain their interpretation.

● Students could write other scenarios that they see or have experienced and you can save them for future role plays, journal prompts, and general concept reinforcement.

● The Share section could be converted into a “Web of Caring” where, instead of everyone shouting out at once, students stand in a circle, one person holding a ball of yarn. When that students says the name of a person who cares for him/her, he/she tosses the yarn to another person who says the name of someone who cares for them. They hold their piece of the yarn and then toss it to another person who does the same thing. This continues until everyone has spoken and there is a big web of caring left!


What is the kind thing to do? Scenario 1: Melissa, Joe, and Christina don’t like to do chores at home. When their parents ask them to take out the trash and take the dog for a walk, they complain and don’t want to help.

● How can the children show care and respect to their parents? How would you respond in this situation?

● Sometimes we don’t do the right thing even though we know we should. Why not?

● What can you do to respond to your parents in a way that you and they would like?

Scenario 2: Alicia is really excited about a new skirt. When she wears it to school the next day, some girls make fun of it. Monique is Alicia’s best friend, and sees the girls making fun of Alicia.

● How can Monique show care and respect to Alicia?

● How would you respond if you were Monique? If you were Alicia? Have you ever been in this situation?

● What can you do to stand up for your friends in a way that is caring and respectful?

Scenario 3: Gwen’s younger sister, Isabel, wants to play with Gwen all the time. When Gwen’s friends come over, Isabel won’t leave them alone, and Gwen gets very annoyed.

● How can Gwen be kind to Isabel? ● How would you respond if you were Gwen? If you

were Isabel? Have you ever been in this situation? ● How could you be more patient and inclusive with

your siblings or with friends?

Scenario 4: Mrs. Martinez is always doing kind things for the kids in the neighborhood; especially for Josie and her friends. She bakes cookies for them, picks them up after school when their parents are working, and listens when they have a problem.

● How can Josie and her friends show gratitude to Mrs. Martinez?

● Have you ever been in a similar situation as Josie and her friends? What did you do?

● What are some ways that we can be grateful to others when they do kind things for us?

Scenario 5: Michael is in 4th grade at your school. He constantly pokes and bothers other kids in class, is disrespectful to the teacher, and is a class clown. The students are having a hard time concentrating and want Michael to stop but are afraid of him. Antonio is his best friend and decides to talk to him about the problems.

● What are some respectful ways that Antonio can talk to Michael about the way he is acting?

● How would you respond if you were Antonio? If you were Michael? Have you ever been in this situation?

● It might be tempting to treat Michael the same way he treats others. How can you be kind even when it might difficult to do so?

Scenario 6: Eric plays on a Little League baseball team and doesn’t like all the trash that people leave at the baseball field after the games.

● What can Eric and his friends do to help with the trash problem at the baseball field?

● How would you respond if you were Eric and his friends? Have you ever seen a problem like this and didn’t know exactly what to do?

● We don’t always take the time to figure out what we can do to solve big problems. What prevents us from doing so?


Caring 4th Grade • Project 1

Caring Lapbook For this project, students are going to make a lapbook about what they have learned in the Caring Unit. The big topics include caring, kindness, self-care, reducing stress, compassion, and empathy. Students can include as many of these topics as they wish or they can focus on the one or two they feel is most important to them. The purpose of the lap book is to allow students to reflect on and share their learning in a creative and hands-on way. Caring Sub-Concept(s) Compassion, Empathy, Kindness Project Timeframe 25-30 minutes Required Materials ❏ Folders or large pieces of

construction paper ❏ Scissors ❏ Markers ❏ Magazines (for cutting out

images/words) ❏ Lapbook templates (if desired) Note: Lapbooks really take teacher direction and work best in a large group (or small group if you can manage it!) with the teacher moving around to check progress once he/she has demonstrated the next component. You may want to do 1-3 pieces each session, spending about about 30 minutes each session. Total time for a lap book is about 1.5 hours. This tutorial is a good place to start. https://www.youtube.com/watch?v=FUAcgXayODg

You can organize the lapbook materials at a variety of table stations so students can work somewhat cooperatively or you can let students work independently at their desks. Having a model lapbook might be valuable if you have time to create one. Let students know that the goal is for them to share, through their lapbook, what they have learned about caring. You may want to write down the big unit topics on the board to help remind students of the main ideas, but allow them to communicate those ideas in their own way through their books. Example Lapbook:

You can see others here: Pinterest: How to Make a Lapbook Wrap Up: For additional skills practice, you could have students do a class or small group presentation of their lap book. Proposed Lesson Outcomes: Students will: Create a visual display of their understanding of the Caring concept. Optional Extension Discussion Activity

● Have students do an at-home presentation of their lapbook for parents or guardians; have the parent or guardian sign the book or a sheet you can send home verifying the presentation or, better, have them work on a family definition of “caring” for their home.


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

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

https://www.pinterest.com/pin/287597126184288690/

https://www.pinterest.com/pin/287597126184288690

Caring 4th Grade • Project 1

Empathy Obstacle Course In this project, students engage in a variety of activities made more difficult than usual because they are somehow disadvantaged. Students move through an empathy obstacle course, first, at full ability and, second, with imposed limitations. Students are timed on both experiences and there is an opportunity at the end of the project to discuss their experiences and the difference between being able to move through the course without limitations and with limitations. Caring Sub-Concept(s) Compassion, Empathy, Kindness Project Timeframe 25-30 minutes Required Materials ❏ Large classroom space or gym space ❏ Jump rope ❏ Two pieces of paper; one that reads,

“Fourth grade is the best!” and one that reads “La quatrième année est la meilleure!”

❏ Masking tape to put a zig zag line on the floor

❏ One tie shoe ❏ One oven mitt or winter glove(s)

Set up the four stations explained below. Allow students to move through the stations first without limitations. Time students and have them record their first time. Then, have students move through the stations a second time with limitations imposed at each station. Time students the second time and have them record their new time. Do not tell students what the limitations will be until Run2 begins; don’t even prep them that Run 2 will be different than Run 1. After the students have gone through the course, have them sit down in a circle (as you will have cleared part of the room of desks/tables) to talk about their experience. There are additional journal prompts they can write about after group discussion (or in place of, if desired). Station #1: Jump Rope Run 1: Do 10 jumps with the jump rope. Run 2: Do 10 jumps on one leg with the jump rope. Station #2: Zigzag Walk Run 1: Walk the zigzag line Run 2: Walk the zigzag line while blindfolded Station #3: Read Aloud Run 1: Read the sentence: Fourth grade is the best! Run 2: Read the sentence: La quatrième année est la meilleure (“Fourth grade is the best!” in French) Station #4: Tie the Shoe Run 1: Tie a shoe. Run 2: Tie a shoe with an oven mitt on one hand. (If you believe an oven mitt will make the task all but impossible, you could substitute a thick winter glove or gloves on each hand; the goal is to make the task difficult yet doable.) Stagger student groups and have a classroom aide help with timing. Ideally, you would have an aid or “judge” at each station to ensure students complete the task (or get as far as they can before giving up).


If it is possible, this could be paired with gym time as this works best with ample space. Wrap Up:

● How did you feel going through the course on your second time compared to your first time?

● Why is it important to think about what we do, what we say, and how we act from a variety of perspectives?

● Part of caring for others is making sure they can participate in life in meaningful ways. This ties into our next unit about how we can do a better job including others. If you see someone struggling to complete a task, read something, or get around our school, what are some things you could do?

Proposed Lesson Outcomes: Students will:

● Experience challenges through a series of limitations and discuss how they felt and how they can assist others who are struggling.


4th Grade

Hello Parents and Guardians, Welcome to Unit 2 of our Kindness in the Classroom curriculum. For the next 4-6 weeks we will be learning all about CARING. Since this is a very familiar concept for children this age, we will expand on the following topics: TOPIC QUESTIONS WE’LL BE EXPLORING HOW YOU CAN HELP AT HOME Self-Care ● How can we increase our level of personal

self-care? What parts of our daily routine demonstrate some type of self-care?

Talk with your child about how important self-care is as you grow older. Discuss the consequences of poor self-care (cavities, skin problems, etc.)

Helpfulness ● How can we use our time and talent to help others, even without being asked? How does helping without asking inspire kindness in our family?

Discuss different ways your child can help at home. What areas need more help and how can they assist in a way that you find truly helpful?

Gratitude ● How do our words and actions show others we are thankful for who they are and what they do for us?

Help your child practice showing gratitude towards both adults and children in their lives using kind words.

Compassion ● How do we show compassion to others our own age? How do we demonstrate compassion for adults that are struggling? What does compassion look like to you?

Talk with your child about people in their school that may be struggling. Brainstorm ways they can show compassion for them.

Empathy ● What is empathy? How are compassion and empathy connected?

Connect your child with opportunities for them to feel empathy for others that are going through similar situations. Example- talk with a friend going through a divorce, make a get well card for a sick friend, etc.

Key activities we’ll be doing:

● Identify self-care strategies that work! ● Develop strategies to help care for friends! ● Write a letter to themselves inspiring community

compassion and action! ● Practice empathy through common school/community

scenarios! 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! Create a Family Take Five poster at home to mirror what your child learned in class. Have them walk you through the activity. The ultimate goal is to have 5 clear ways to calm down during times of stress.


http://www.randomactsofkindness.org/

4th Grade Standards Map

Caring 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: Take Five CASEL NHES Common Core

Self-awareness Identifying emotions Accurate self-perception Recognizing strengths Self-confidence Self-efficacy Self-management Impulse control Stress management Self-discipline Self-motivation Goal-setting Organizational skills Social awareness Respect for others Relationship skills Communication Social engagement Responsible decision-making Identifying problems Analyzing situations Solving problems Reflecting

Standard 1. Understanding concepts 1.5.2 - Identify examples of emotional, intellectual, physical, and social health. Standard 5. Decision-making 5.5.3 - List healthy options to health-related issues or problems. 5.5.5 - Choose a healthy option when making a decision. Standard 6. Goal-setting 6.5.1 - Set a personal health goal and track progress toward its achievement. 6.5.2 - Identify resources to assist in achieving a personal health goal. 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 Text Types and Purposes: CCSS.ELA-LITERACY.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-LITERACY.W.4.2.D Use precise language and domain-specific vocabulary to inform about orexplain the topic. Production and Distribution of Writing: CCSS.ELA-LITERACY.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.4.1.B Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.4.1.C Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. CCSS.ELA-LITERACY.SL.4.1.D Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.4.2.D Spell grade-appropriate words correctly, consulting references as needed.


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/

Knowledge of Language: CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.4.3.A Choose words and phrases to convey ideas precisely. CCSS.ELA-LITERACY.L.4.3.C Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-LITERACY.L.4.4.A Use context (e.g., definitions, examples, or restatements in text) as a clueto the meaning of a word or phrase.


Lesson 2: Give Five

CASEL NHES Common Core

Self-awareness Identifying emotions Accurate self-perception Recognizing strengths Self-confidence Self-management Impulse control Stress management Self-discipline Social awareness Perspective-taking Empathy Appreciating diversity Respect for others Relationship skills Communication Social engagement Responsible decision-making Identifying problems Analyzing situations Solving problems Reflecting

Standard 1. Understanding concepts 1.5.2 - Identify examples of emotional, intellectual, physical, and social health. Standard 2. Analyzing influences 2.5.1 - Describe how family influences personal health practices and behaviors. 2.5.2 - Identify the influence of culture on health practices and behaviors. 2.5.3 - Identify how peers can influence healthy and unhealthy behaviors. Standard 5. Decision-making 5.5.1 - Identify health-related situations that might require a thoughtful decision. 5.5.3 - List healthy options to health-related issues or problems. Standard 8. Advocating 8.5.2 - Encourage others to make positive health choices.

English Language Arts Standards Writing Text Types and Purposes: CCSS.ELA-LITERACY.W.4.2 Write informative/explanatory texts to examine a topic and convey ideasand information clearly. CCSS.ELA-LITERACY.W.4.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. Production and Distribution of Writing: CCSS.ELA-LITERACY.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.4.1.B Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.4.1.C Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. CCSS.ELA-LITERACY.SL.4.1.D Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.4.2.D Spell grade-appropriate words correctly, consulting references as needed. Knowledge of Language: CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.4.3.A Choose words and phrases to convey ideas precisely. CCSS.ELA-LITERACY.L.4.3.C Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.4.4.A Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.


Lesson 3: Dear Me: A Letter on Compassion

CASEL NHES Common Core

Self-awareness Recognizing strengths Self-confidence Self-management Self-discipline Self-motivation Goal-setting Organizational skills 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. 1.5.3 - Describe ways in which safe and healthy school and community environments can promote personal health. Standard 5. Decision-making 5.5.1 - Identify health-related situations that might require a thoughtful decision. 5.5.3 - List healthy options to health-related issues or problems. Standard 8. Advocating 8.5.2 - Encourage others to make positive health choices.

English Language Arts Standards Writing Text Types and Purposes: CCSS.ELA-LITERACY.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-LITERACY.W.4.2.A Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. CCSS.ELA-LITERACY.W.4.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. CCSS.ELA-LITERACY.W.4.2.C Link ideas within categories of information using words and phrases (e.g., another, for example , also, because ). CCSS.ELA-LITERACY.W.4.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-LITERACY.W.4.2.E Provide a concluding statement or section related to the information or explanation presented. Production and Distribution of Writing: CCSS.ELA-LITERACY.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Research to Build and Present Knowledge: CCSS.ELA-LITERACY.W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.W.4.9.A Apply grade 4 Reading standards to literature (e.g., "Describe in depth acharacter, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]."). Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.4.1.B Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.4.1.C Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. CCSS.ELA-LITERACY.SL.4.1.D Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


CCSS.ELA-LITERACY.L.4.1.B Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. CCSS.ELA-LITERACY.L.4.1.C Use modal auxiliaries (e.g., can, may, must) to convey various conditions. CCSS.ELA-LITERACY.L.4.1.F Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. CCSS.ELA-LITERACY.L.4.1.G Correctly use frequently confused words (e.g., to, too, two; there, their). CCSS.ELA-LITERACY.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.4.2.A Use correct capitalization. CCSS.ELA-LITERACY.L.4.2.C Use a comma before a coordinating conjunction in a compound sentence. CCSS.ELA-LITERACY.L.4.2.D Spell grade-appropriate words correctly, consulting references as needed. Knowledge of Language: CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.4.3.A Choose words and phrases to convey ideas precisely. CCSS.ELA-LITERACY.L.4.3.B Choose punctuation for effect. CCSS.ELA-LITERACY.L.4.3.C Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-LITERACY.L.4.4.A Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.


Lesson 4: What Would You Do? CASEL NHES Common Core

Self-awareness Accurate self-perception Recognizing strengths Self-confidence Self-management Self-discipline Self-motivation Goal-setting Organizational skills Social awareness Perspective-taking Empathy Appreciating diversity 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. 1.5.3 - Describe ways in which safe and healthy school and community environments can promote personal health. Standard 5. Decision-making 5.5.1 - Identify health-related situations that might require a thoughtful decision. 5.5.3 - List healthy options to health-related issues or problems. Standard 8. Advocating 8.5.2 - Encourage others to make positive health choices.

English Language Arts Standards Reading: Informational Text Key Ideas and Details: CCSS.ELA-LITERACY.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CCSS.ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Reading: Foundational Skills Phonics and Word Recognition: CCSS.ELA-LITERACY.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words. Fluency: CCSS.ELA-LITERACY.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.4.4.A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.RF.4.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing Text Types and Purposes: CCSS.ELA-LITERACY.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-LITERACY.W.4.2.A Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. CCSS.ELA-LITERACY.W.4.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. CCSS.ELA-LITERACY.W.4.2.C Link ideas within categories of information using words and phrases (e.g., another, for example , also , because ). CCSS.ELA-LITERACY.W.4.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-LITERACY.W.4.2.E Provide a concluding statement or section related to the information or explanation presented. Production and Distribution of Writing: CCSS.ELA-LITERACY.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Research to Build and Present Knowledge: CCSS.ELA-LITERACY.W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.W.4.9.A Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].").


Speaking & Listening Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.4.1.B Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-LITERACY.SL.4.1.C Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. CCSS.ELA-LITERACY.SL.4.1.D Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Language Conventions of Standard English: CCSS.ELA-LITERACY.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.4.1.B Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. CCSS.ELA-LITERACY.L.4.1.C Use modal auxiliaries (e.g., can, may, must) to convey various conditions. CCSS.ELA-LITERACY.L.4.1.F Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. CCSS.ELA-LITERACY.L.4.1.G Correctly use frequently confused words (e.g., to, too, two; there, their). CCSS.ELA-LITERACY.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.L.4.2.A Use correct capitalization. CCSS.ELA-LITERACY.L.4.2.C Use a comma before a coordinating conjunction in a compound sentence. CCSS.ELA-LITERACY.L.4.2.D Spell grade-appropriate words correctly, consulting references as needed. Knowledge of Language: CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.4.3.A Choose words and phrases to convey ideas precisely. CCSS.ELA-LITERACY.L.4.3.B Choose punctuation for effect. CCSS.ELA-LITERACY.L.4.3.C Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.4.4.A Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.


unit introduction - health unit · 4th grade unit introduction sub-concepts covered: compassion,...

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